Publication Date
In 2024 | 0 |
Since 2023 | 0 |
Since 2020 (last 5 years) | 1 |
Since 2015 (last 10 years) | 1 |
Since 2005 (last 20 years) | 1 |
Descriptor
Accountability | 1 |
Achievement Gains | 1 |
Educational Change | 1 |
Educational Improvement | 1 |
Educational Legislation | 1 |
Educational Policy | 1 |
Elementary Secondary Education | 1 |
English | 1 |
Federal Aid | 1 |
Federal Legislation | 1 |
High Stakes Tests | 1 |
More ▼ |
Author
Asher, Catherine Armstrong | 1 |
Larned, Katherine E. | 1 |
Mehrotra, Sarah | 1 |
Pollard, Cynthia | 1 |
Schueler, Beth E. | 1 |
Publication Type
Information Analyses | 1 |
Journal Articles | 1 |
Education Level
Early Childhood Education | 1 |
Elementary Education | 1 |
Elementary Secondary Education | 1 |
Kindergarten | 1 |
Primary Education | 1 |
Audience
Location
Laws, Policies, & Programs
American Recovery and… | 1 |
Every Student Succeeds Act… | 1 |
No Child Left Behind Act 2001 | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Schueler, Beth E.; Asher, Catherine Armstrong; Larned, Katherine E.; Mehrotra, Sarah; Pollard, Cynthia – American Educational Research Journal, 2022
The public narrative surrounding efforts to improve low-performing K-12 schools in the United States has been notably gloomy. But what is known empirically about whether school improvement works, which policies are most effective, which contexts respond best to intervention, and how long it takes? We meta-analyze 141 estimates from 67 studies of…
Descriptors: Low Achievement, Institutional Characteristics, Kindergarten, Elementary Secondary Education