Academic Performance in Public Education
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Government at all levels, as well as the American public, has a right to know how well children are performing in the public education systems. This paper provides a review of the peer-reviewed and scholarly literature to identify methods to achieve academic improvement in the nation's schools. A summary of the research and salient findings are presented in the conclusion.
From the Paper:"Since the passing of the No Child Left Behind legislation in 2001, colleges of education in the U.S. have made it a requirement that candidates take and pass either a state-sanctioned standardized examination or a national standardized exam called the Praxis Series, which is comprised of three levels of assessment (Lucas & Robinson, 2002). Further, it is certainly a measurement responsibility to engage these issues with users in order to understand and evaluate such implications of test design on teaching candidates (Cole & Willingham, 1997). A careful examination of the fairness issues in the design of The Praxis Series: Professional Assessments for Beginning Teachers, is a good example of this principle (Dwyer & Ramsey, 1995)."
Cite this Research Paper:
Academic Performance in Public Education (2005, September 25) Retrieved July 06, 2020, from https://www.academon.com/research-paper/academic-performance-in-public-education-61271/
"Academic Performance in Public Education" 25 September 2005. Web. 06 July. 2020. <https://www.academon.com/research-paper/academic-performance-in-public-education-61271/>