Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 0 |
| Since 2007 (last 20 years) | 1 |
Descriptor
Source
| Thomas B. Fordham Institute | 1 |
Publication Type
| Reports - Research | 2 |
| Numerical/Quantitative Data | 1 |
Education Level
| Elementary Secondary Education | 1 |
Audience
Location
| Idaho | 2 |
| Washington | 2 |
| Alaska | 1 |
| Arizona | 1 |
| California | 1 |
| Colorado | 1 |
| Delaware | 1 |
| Hawaii | 1 |
| Illinois | 1 |
| Indiana | 1 |
| Kansas | 1 |
| More ▼ | |
Laws, Policies, & Programs
| No Child Left Behind Act 2001 | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Download full textAnderson, Patricia S. – 1986
The Council of Chief State School Officers has raised some issues pertinent to the implementation of a national project to collect statistical indicators of academic achievement and to compare them across states. The United States Department of Education shares this concern, with an emphasis on sampling schools for a school level analysis which…
Descriptors: Academic Achievement, Accountability, Achievement Tests, Comparative Testing
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
