Publication Date
| In 2026 | 0 |
| Since 2025 | 1 |
| Since 2022 (last 5 years) | 1 |
| Since 2017 (last 10 years) | 2 |
| Since 2007 (last 20 years) | 4 |
Descriptor
Source
| Center on Education Policy | 1 |
| Early Childhood Education… | 1 |
| Educational Review | 1 |
| Thomas B. Fordham Institute | 1 |
Author
| Adkins, Deborah | 1 |
| Cronin, John | 1 |
| Dahlin, Michael | 1 |
| DeAngelis, Corey A. | 1 |
| Holmes Erickson, Heidi | 1 |
| Huang Wu | 1 |
| Huilan Y. Krenn | 1 |
| Jianping Shen | 1 |
| Kingsbury, G. Gage | 1 |
| Megan Russell Johnson | 1 |
| Ritter, Gary W. | 1 |
| More ▼ | |
Publication Type
| Numerical/Quantitative Data | 4 |
| Reports - Research | 4 |
| Journal Articles | 2 |
| Information Analyses | 1 |
| Reports - Evaluative | 1 |
Education Level
| Early Childhood Education | 2 |
| Elementary Education | 2 |
| Elementary Secondary Education | 2 |
| Preschool Education | 2 |
| Grade 1 | 1 |
| Grade 11 | 1 |
| Grade 2 | 1 |
| Grade 3 | 1 |
| Grade 4 | 1 |
| Grade 8 | 1 |
| High Schools | 1 |
| More ▼ | |
Audience
| Policymakers | 1 |
| Researchers | 1 |
Location
| Michigan | 6 |
| New Jersey | 2 |
| New Mexico | 2 |
| South Carolina | 2 |
| Arizona | 1 |
| Arkansas | 1 |
| California | 1 |
| Colorado | 1 |
| Delaware | 1 |
| Idaho | 1 |
| Illinois | 1 |
| More ▼ | |
Laws, Policies, & Programs
| No Child Left Behind Act 2001 | 2 |
Assessments and Surveys
| Measures of Academic Progress | 1 |
| National Assessment of… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkHuang Wu; Jianping Shen; Xin Li; Megan Russell Johnson; Huilan Y. Krenn – Early Childhood Education Journal, 2025
Michigan's Great Start Readiness Program (GSRP) is a state-funded pre-K program that serves at risk four-year-old children across the state. Utilizing longitudinal data from 1,394 children in a mid-sized urban school district, we conducted regression analyses and piecewise linear growth models to examine the growth trajectory of GSRP children and…
Descriptors: State Programs, School Readiness, Preschool Education, At Risk Students
DeAngelis, Corey A.; Holmes Erickson, Heidi; Ritter, Gary W. – Educational Review, 2020
We systematically examine the existing evidence and compute meta-analytic averages for the effects of scaled-up, publicly funded pre-kindergarten (pre-K) programmes in the United States on student mathematics and reading achievement. The analysis is restricted to experimental and quasi-experimental research designs with the highest internal…
Descriptors: Preschool Education, Program Effectiveness, Mathematics Achievement, Reading Achievement
Dearborn Public Schools, MI. – 1982
A comparison of the results of grades 4, 7, and 10 of the Dearborn Public Schools and the state attainment on the Michigan Educational Assessment Program (MEAP) by skill areas and objectives is described. The contents include (1) Dearborn versus state MEAP attainment results, (2) comparison of MEAP results with previous MEAP results of same groups…
Descriptors: Achievement Gains, Instructional Improvement, Intermediate Grades, Item Analysis
Download full textCenter 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
National Assessment of Educational Progress, Princeton, NJ. – 1991
In 1990, the National Assessment of Educational Progress (NAEP) included a Trial State Assessment (TSA); for the first time in the NAEP's history, voluntary state-by-state assessments (37 states, the District of Columbia, Guam, and the Virgin Islands) were made. The sample was designed to represent the 8th grade public school population in a state…
Descriptors: Academic Achievement, Calculators, Educational Assessment, Family Environment
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
