End-of-year marks and achievement test results in intermediate grade math and reading were linked to high-stakes test results at the secondary level. The results suggest that analysis of marks and test scores would alert educators to students who may be at-risk. This study is an example of the scientific approach to school improvement advocated by the No Child Left Behind Act. The discussion included professional development needed by teachers, principals, and school psychologists in order to make a research-based realignment of the curriculum and adjustments to the instructional program.
|Original language||English (US)|
|Number of pages||13|
|Journal||Journal of Research in Childhood Education|
|State||Published - Dec 2005|
All Science Journal Classification (ASJC) codes
- Developmental and Educational Psychology