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Chatterji, Madhabi; Kwon, Young Ae; Sng, Clarice – Education Policy Analysis Archives, 2006
The No Child Left Behind (NCLB) Act of 2001 requires that public schools adopt research-supported programs and practices, with a strong recommendation for randomized controlled trials (RCTs) as the "gold standard" for scientific rigor in empirical research. Within that policy framework, this paper compares the relative utility of…
Descriptors: Research Methodology, Multitrait Multimethod Techniques, Qualitative Research, Statistical Analysis
Wright, Wayne E.; Choi, Daniel – Education Policy Analysis Archives, 2006
This article reports the results of a survey of third-grade teachers of English Language Learners (ELLs) in Arizona regarding school language and accountability policies--Proposition 203, which restricts bilingual education and mandates sheltered English Immersion; the federal No Child Left Behind Act of 2001 (NCLB); and Arizona LEARNS, the…
Descriptors: Federal Legislation, Bilingual Education, Second Language Learning, High Stakes Tests
Lubienski, Sarah Theule – Education Policy Analysis Archives, 2006
The purpose of this article is two-fold. First, it reports on a study of the distribution of reform-oriented instructional practices among Black, White and Hispanic students, and the relationship between those practices and student achievement. The study identified many similarities in instruction across student groups, but there were some…
Descriptors: Teacher Responsibility, Educational Change, Change Strategies, Hispanic American Students
Lyons, James E.; Algozzine, Bob – Education Policy Analysis Archives, 2006
Calls for accountability in America's schools have created increased responsibilities for educational leaders. In this article, we describe and discuss a study of elementary, middle, and high school principals' perceptions of the state-wide educational accountability program in North Carolina. The respondents indicated that the state's…
Descriptors: Testing Programs, Sanctions, School Safety, Federal Legislation
Wenglinsky, Harold – Education Policy Analysis Archives, 2006
The purpose of this article is to comment on the prior article entitled "Examining Instruction, Achievement and Equity with NAEP mathematics data," by Sarah Theule Lubienski. That article claims that a prior article by the author suffered from three weaknesses: (1) An attempt to justify No Child Left Behind (NCLB); (2) drawing causal…
Descriptors: Federal Legislation, Research Methodology, Inferences, Statistical Analysis
Ragan, Alex; Lesaux, Nonie – Education Policy Analysis Archives, 2006
Identification of a language minority learner for placement in a program for English Language Learners (ELLs), and the length of the support program, may have a significant effect on the student's academic achievement. Widespread anecdotal evidence suggests that criteria used to make placement decisions vary widely across the U.S. This study…
Descriptors: Identification, Language Minorities, Placement, Second Language Learning
Watras, Joseph – Education Policy Analysis Archives, 2006
From 1932 to 1940, the Progressive Education Association (PEA) conducted its Eight-Year Study. At first, the study appeared to be a poorly funded comparison of two groups of students in secondary schools. During the last four years, as more financial support became available, the Eight-Year Study became a broadly based demonstration of a wide…
Descriptors: Educational History, Longitudinal Studies, Comparative Analysis, Educational Change
Mabry, Linda; Margolis, Jason – Education Policy Analysis Archives, 2006
The research reported here is from the first two years of an ongoing and largely qualitative study to examine the impact of the No Child Left Behind federal education policy on educational practice and climate in elementary schools in two districts in southwest Washington. Based on systematic drop-in observations in classrooms and interviews with…
Descriptors: Test Results, Federal Legislation, Educational Practices, Educational Change
Jaquette, Ozan – Education Policy Analysis Archives, 2006
The impact of performance funding on community college student outcomes is a contested issue. Performance funding policies in most U.S. states involve too small a proportion of funding to change college behavior. English further education colleges are similar to U.S. community colleges. 1992 policy reforms in England centralized policy control,…
Descriptors: Foreign Countries, Community Colleges, Postsecondary Education, Educational Policy
Yek, Tiew Ming; Penney, Dawn – Education Policy Analysis Archives, 2006
Singapore, a small island city-state, has achieved notable economic advancement within 40 years since independence. It is fast becoming a global city and a knowledge society. In education and training, the Singapore system has evolved from its British roots. Macro performance indicators of participation rate, literacy rate and mean years of…
Descriptors: Schools, Curriculum, Foreign Countries, Technical Education
Coladarci, Theodore – Education Policy Analysis Archives, 2006
The proportion of variance in student achievement that is explained by student SES--"poverty's power rating," as some call it--tends to be lower among smaller schools than among larger schools. Smaller schools, many claim, are able to somehow disrupt the seemingly axiomatic association between SES and student achievement. Using…
Descriptors: Poverty, Reading Achievement, Mathematics Achievement, School Size
Marchant, Gregory J.; Paulson, Sharon E.; Shunk, Adam – Education Policy Analysis Archives, 2006
With the mandate of "No Child Left Behind," high-stakes achievement testing is firmly in place in every state. The few studies that have explored the effectiveness of high-stakes testing using NAEP scores have yielded mixed results. This study considered state demographic characteristics for each NAEP testing period in reading, writing,…
Descriptors: Federal Legislation, Academic Achievement, High Stakes Tests, Standardized Tests
Dorn, Sherman, Ed. – Education Policy Analysis Archives, 2006
This editorial reviews recent studies of accountability policies using National Assessment of Educational Progress (NAEP) data and compares the use of aggregate NAEP data to the availability of individual-level data from NAEP. While the individual-level NAEP data sets are restricted-access and do not give accurate point-estimates of achievement,…
Descriptors: National Competency Tests, Academic Achievement, Accountability, Data
Arcia, Emily – Education Policy Analysis Archives, 2006
Are magnet schools in a position to meet diversity ideals? As districts are declared unitary and released from court ordered desegregation, many are framing their commitments to fairness and equity in terms of diversity--i.e., comparable rates of participation and comparable educational outcomes in all segments the student population. In this…
Descriptors: Urban Schools, Public Schools, Magnet Schools, Outcomes of Education
McCaslin, Mary; Burross, Heidi Legg; Good, Thomas L. – Education Policy Analysis Archives, 2005
In this article we examine student performance on mandated tests in grades 3, 4, and 5 in one state. We focus on this interval, which w e term "the fourth grade window," based on our hypothesis that students in grade four are particularly vulnerable to decrements in achievement. The national focus on the third grade as the critical…
Descriptors: School Restructuring, Intervals, Poverty, Academic Achievement