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Direct linkTindal, Gerald; Nese, Joseph F. T.; Stevens, Joseph J. – Educational Assessment, 2017
For the past decade, the accountability model associated with No Child Left Behind (NCLB) emphasized proficiency on end of year tests; with Every Student Succeeds Act (ESSA) the emphasis on proficiency within statewide testing programs, though now integrated with other measures of student learning, nevertheless remains a primary metric for…
Descriptors: Testing Programs, Middle School Students, Models, State Standards
Download full textIndiana Department of Education, 2015
The "Foundations" (English/language arts, mathematics, social emotional skills, approaches to play and learning, science, social studies, creative arts, and physical health and growth) are Indiana's early learning development framework and are aligned to the 2014 Indiana Academic Standards. This framework provides core elements that…
Descriptors: Academic Standards, State Standards, Early Childhood Education, Alignment (Education)
Johnson, Matthew; Lipscomb, Stephen; Gill, Brian; Booker, Kevin; Bruch, Julie – Mathematica Policy Research, Inc., 2012
At the request of Pittsburgh Public Schools (PPS) and the Pittsburgh Federation of Teachers (PFT), Mathematica has developed value-added models (VAMs) that aim to estimate the contributions of individual teachers, teams of teachers, and schools to the achievement growth of their students. The authors' work in estimating value-added in Pittsburgh…
Descriptors: Public Schools, Outcomes of Education, Academic Achievement, Teacher Effectiveness
