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Download full textScott, Caitlin – Center on Education Policy, 2009
During the past year, the state of Michigan has made noteworthy changes in the accountability system used for NCLB. Partly as a result of these changes, the number of schools identified for restructuring has changed since the previous year. In addition, the state has continued providing various types of assistance to schools in restructuring. This…
Descriptors: Educational Improvement, Case Studies, Accountability, Followup Studies
Reimann, Christopher B.; Lee, Kwanghyun; Donahue, Tara – Education Policy Center at Michigan State University, 2004
The State Board of Education and the Michigan Department of Education are about to publish letter grades for each of the state's 4,015 public elementary, middle and high schools. These grades are part of "Education Yes!", Michigan's new school accreditation system. The familiar ABCD/F grades of their youth will provide parents and the…
Descriptors: Educational Quality, Accreditation (Institutions), Grading, Educational Indicators
Center on Education Policy, 2009
This year the Center on Education Policy analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps between…
Descriptors: Federal Legislation, Low Income, American Indians, African American Students
Cronin, John; Dahlin, Michael; Adkins, Deborah; Kingsbury, G. Gage – Thomas B. Fordham Institute, 2007
At the heart of the No Child Left Behind Act (NCLB) is the call for all students to be "proficient" in reading and mathematics by 2014. Yet the law expects each state to define proficiency as it sees fit and design its own tests. This study investigated three research questions related to this policy: (1) How consistent are various…
Descriptors: Federal Legislation, Mathematics Tests, Test Validity, Reading Tests
