Understanding Curricular Student Expectations in Texas: Readiness Standards vs. Supporting Standards

Autor/inn/en	Barlow, Kevin; Weber, Natalie; Koch, Nicole; Hendricks, Randy
Titel	Understanding Curricular Student Expectations in Texas: Readiness Standards vs. Supporting Standards
Quelle	In: Educational Research Quarterly, 42 (2018) 2, S.9-45 (43 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0196-5042
Schlagwörter	Academic Standards; Accountability; Educational Legislation; Federal Legislation; Elementary Secondary Education; State Standards; Mathematics Achievement; Reading Achievement; College Readiness; Career Readiness; Texas; Texas Essential Knowledge and Skills + Suchen Sie Ihr Suchwort? Verantwortung; Bildungsrecht; Schulgesetz; Bundesrecht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung
Abstract	Current context for educational reform in the United States is codified in revisions of the Elementary and Secondary Education Act (ESEA) of 1965. Periodic reauthorizations reflect changing national and educational landscapes (Klein, 2015). The most recent reauthorization, Every Student Succeeds Act (ESSA) of 2015 (USDE, 2015), is currently undergoing the regulatory process and is scheduled to go into effect during the 2017-2018 school year (USDE, 2017). This paper will examine the impact of standards based accountability (SBA) reform within a changing national context from the No Child Left Behind (NCLB) reauthorization of 2002 (USDE, 2002) to ESSA in 2015 through the Texas context of SBA, a descriptive analysis of types of standards, and a statistical analysis of performance by cohort from 2013 to 2016. (As Provided).
Anmerkungen	Behavioral Research Press. Grambling State University, Math Department, P.O. Box 1191, Grambling, LA 71245. Tel: 318-274-2425; Web site: http://erquarterly.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01