High-Achieving Students in the Era of NCLB

Autor/inn/en	Loveless, Tom; Parkas, Steve; Duffett, Ann
Institution	Thomas B. Fordham Institute
Titel	High-Achieving Students in the Era of NCLB
Quelle	(2008), (84 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Federal Legislation; Low Achievement; Academic Achievement; Teacher Surveys; High Achievement; Grade 4; Grade 8; Reading Achievement; Mathematics Achievement; Accountability; Teacher Effectiveness; Global Approach; Scores; Enrollment; Texas Assessment of Academic Skills + Suchen Sie Ihr Suchwort? Bundesrecht; Unterdurchschnittliche Leistung; Schulleistung; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Verantwortung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Globales Denken; Einschulung
Abstract	This report contains two separate studies examining the status of high-achieving students in the No Child Left Behind (NCLB) era. Part I, An Analysis of NAEP Data, authored by Brookings Institution scholar Tom Loveless, examines achievement trends for high-achieving students (defined, like low-achieving students, by their performance on the National Assessment of Educational Progress, or NAEP) since the early 1990s and, in more detail, since 2000. Part II, Results from a National Teacher Survey, authored by Steve Farkas and Ann Duffett of Farkas Duffett Research Group, reports on teachers' own views of how schools are serving high-achieving pupils in the NCLB era. A foreword by Chester E. Finn, Jr. and Michael J. Petrilli, states that the major finding of this dual study is that, in one respect at least, NCLB is working precisely as designed. A good thing, surely, but not entirely so. What we see in this study is one of its unintended consequences--and one that's worrisome for America's future competitiveness. A positive trend is that our low-performing students are starting to make respectable gains, but if gains by low achievers are our only measure of success, America faces big challenges in the years ahead. Part I appendixes present: P-Values for Gains at the 90th and 10th Percentiles in the Era of NCLB; P-Values for Gains at the 90th and 10th Percentiles Pre-NCLB; Descriptive Statistics and Standard Errors; and Sources for Independent Variables in Question 4. Part II appendixes present: Methodology; and National Survey of Public School Teachers Grades 3-12. (Contains 15 tables, 36 figures, and 34 notes.) (ERIC).
Anmerkungen	Thomas B. Fordham Foundation & Institute. 1701 K Street NW Suite 1000, Washington, DC 20006. Tel: 202-223-5452; Fax: 202-223-9226; e-mail: backtalk@edexcellence.net; Web site: http://www.edexcellence.net/foundation/publication/index.cfm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10