Explore successful models of intervention. No Child Left Behind has set the high expectation that every child meet grade level expectations. This publication synthesizes the research on intervention programs and best practices related to mathematical instructional pedagogy and differentiation to assist teachers, schools, and school districts in…

According to the National Assessment of Educational Progress (NAEP), just over 70 percent of students nationally arrive in high school with reading skills that are below "proficient"--defined as demonstrating competency over challenging subject matter. Of these students, nearly half do not exhibit even partial mastery of the knowledge…

South Carolina is developing and implementing assessment processes for two programs aimed at improving the quality of education in the state. One program involves recognizing outstanding progress by individual meritorious schools. The other program provides for state intervention in districts that fail to meet educational quality standards. Both…

Results of a 50-state survey of statewide or systemwide approaches to assessment and outcomes measurement in postsecondary education are presented. Respondents were members of the State Higher Education Executive Officers (SHEEO) organization. The January-February 1987 survey of SHEEO academic and executive officers indicated that two-thirds of…

This report summarizes the present and past status of students with disabilities in educational assessment and accountability systems, and highlights the critical emerging issues to be addressed. Issues include participation in accountability systems, graduation requirements, data management, accommodations, alternate assessments, reporting, and…