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Direct linkBrown-Chidsey, Rachel; Steege, Mark W. – Guilford Publications, 2010
This bestselling work provides practitioners with a complete guide to implementing response to intervention (RTI) in schools. The authors are leading experts who explain the main components of RTI--high-quality instruction, frequent assessment, and data-based decision making--and show how to use it to foster positive academic and behavioral…
Descriptors: Teaching Methods, Intervention, Reprography, Federal Legislation
Download full textCenter for the Future of Teaching and Learning, 2010
For more than a decade, the Center for the Future of Teaching and Learning has supported the Teaching and California's Future (TCF) initiative to provide California policymakers with objective and timely data on the state's teacher workforce. Each year, the Center publishes a report on the status of teaching profession. This year's report focuses…
Descriptors: Teaching (Occupation), Teacher Effectiveness, Teacher Supply and Demand, Teacher Competencies
Regional Educational Laboratory Pacific, 2014
Effective evidence-based action requires getting the right data into the right hands at the right time to help make decisions. The Data Quality Campaign (2011) has provided suggestions to state education agencies for effectively using data within state longitudinal data systems. One suggestion is to identify "the variety of ways available…
Descriptors: Data, Information Sources, Access to Information, State Departments of Education
Perez, Maria; Shambaugh, Larisa S.; Parrish, Tom – American Institutes for Research, 2008
California currently faces an opportunity to develop an effective data system that can assist in improving the state's future understanding of the educational progress of English learners (ELs). This policy brief outlines the needs for good data on ELs and makes recommendations for creating an effective longitudinal data system for ELs. It…
Descriptors: Second Language Learning, Longitudinal Studies, Trend Analysis, English (Second Language)
Cronin, John; Kingsbury, G. Gage; McCall, Martha S.; Bowe, Branin – Northwest Evaluation Association, 2005
This report represents the first in a yearly series of studies investigating the impact of the No Child Left Behind act on the achievement of students in the United States. This series will use achievement information from a broad sample of students and schools to provide evidence about the changes that have occurred since the law passed. This…
Descriptors: Federal Legislation, Ethnic Groups, Academic Achievement, Scores
Peer reviewedSilberglitt, Benjamin; Burns, Matthew K.; Madyun, Na'im H.; Lail, Kathryn E. – Psychology in the Schools, 2006
The No Child Left Behind Act of 2001 mandated statewide accountability testing and focused the accountability conversation on reading. Therefore, the current study examined the relationship between curriculum-based measurement for reading (R-CBM) and state accountability test scores, potential grade differences in relationship magnitude, and…
Descriptors: Federal Legislation, Grade 8, Grade 5, Grade 7
