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Download full textChingos, Matthew M. – Program on Education Policy and Governance, Harvard University, 2010
Class-size reduction (CSR) mandates presuppose that resources provided to reduce class size will have a larger impact on student outcomes than resources that districts can spend as they see fit. I estimate the impact of Florida's statewide CSR policy by comparing the deviations from prior achievement trends in districts that were required to…
Descriptors: Class Size, Academic Achievement, Achievement Tests, Educational Policy
Levin, Stephanie; Duffy, Mark; Dever, Kelly – Research for Action, 2012
Math experts developed Formative Assessment Lessons that teachers can incorporate throughout the year's curriculum. Both tools target the "instructional core." A study by Research for Action (RFA) examining the first year of piloting the Literacy Design Collaborative (LDC) and Math Design Collaborative (MDC) tools (2010-11) found…
Descriptors: Guidelines, Comparative Analysis, Leadership, Educational Change
Ackerman, Matthew; Egalite, Anna J. – Program on Education Policy and Governance, 2015
When lotteries are infeasible, researchers must rely on observational methods to estimate charter effectiveness at raising student test scores. Considerable attention has been paid to observational studies by the Stanford Center for Research on Education Outcomes (CREDO), which have analyzed charter performance in 27 states. However, the…
Descriptors: Charter Schools, Observation, Special Education, Lunch Programs
Finn, Jeremy D. – Education and the Public Interest Center, 2010
In 2002, voters in Florida approved a constitutional amendment limiting class sizes in public schools to 18 students in the elementary grades, 22 students in middle grades, and 25 in high school grades. Analyzing statewide achievement data for school districts from 2004-2006 and for schools in 2007, this study purports to find that "mandated…
Descriptors: Class Size, Small Classes, Program Effectiveness, Educational Policy
Froman, Terry; Luzon-Canasi, Angela – Research Services, Miami-Dade County Public Schools, 2004
Beginning in the 2002-03 school year, the revised Florida School Code required 3rd grade students to demonstrate reading proficiency by scoring at level 2 or higher on the reading portion of the Florida Comprehensive Assessment Test (FCAT). If not, the student must be retained, unless exempted from mandatory retention for special circumstances…
Descriptors: Reading Achievement, Grade Repetition, Grade 3, Educational Policy
Center on Education Policy, 2010
This paper provides information about the Florida Comprehensive Assessment Test[R] (FCAT). The purpose of the exam is to: (1) Determine prospective high school graduates' mastery of the state curriculum; (2) Encourage districts and schools to identify and serve students at risk of academic failure; (3) Provide data to state policymakers on student…
Descriptors: State Standards, Academic Failure, At Risk Students, High School Graduates
Data Quality Campaign, 2010
Now that all 50 states and the District of Columbia are building statewide longitudinal data systems, the next step is to ensure that the information in these systems is used to improve student learning. The Data Quality Campaign (DQC) has identified 10 actions that states can take to ensure that the right data are available and accessible and…
Descriptors: Academic Achievement, Feedback (Response), High School Graduates, Graduation Rate
