Student Achievement: Schools Use Multiple Strategies to Help Students Meet Academic Standards, Especially Schools with Higher Proportions of Low-Income and Minority Students Page: 4 of 42
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Table 1: Odds Ratios Indicating the Difference in Likelihood of
Principals to Make School Improvement Strategies a
Moderate or Major Focus after Controlling for Different
Figure 1: Principals' Responses Indicating That a School
Improvement Strategy Was a Major or Moderate Focus of
the School Improvement Efforts 7
Figure 2: Percent of Elementary and Middle School Math Teachers
Who Reported Increasing Their Use of Certain
Instructional Practices as a Result of State Test 11
Figure 3: How Survey Responses Differed between Math Teachers
at High-Poverty and Low-Poverty Schools in Three States 13
AYP adequate yearly progress
ESEA Elementary and Secondary Education Act of 1965
IASA Improving America's Schools Act of 1994
NCLBA No Child Left Behind Act of 2001
NLS-NCLB National Longitudinal Study of No Child Left Behind
NSF National Science Foundation
RAND The RAND Corporation
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GAO-10-18 Student Achievement
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United States. Government Accountability Office. Student Achievement: Schools Use Multiple Strategies to Help Students Meet Academic Standards, Especially Schools with Higher Proportions of Low-Income and Minority Students, report, November 16, 2009; Washington D.C.. (digital.library.unt.edu/ark:/67531/metadc302976/m1/4/: accessed May 25, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; crediting UNT Libraries Government Documents Department.