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High school graduation examinations, which are a form of high-stakes testing that denies diplomas to students who do not meet the stated standards, such as being able to read at the eighth-grade level or do pre-algebra mathematics. The Regents Examination in New York, first given in 1878, is the oldest high school graduation exam in the U.S.
States competing for the grants were awarded points for enacting certain educational policies, instituting performance-based evaluations for teachers and principals based on multiple measures of educator effectiveness (tied to targeted professional development and feedback), adopting common standards (though adoption of the Common Core state ...
The Common Core State Standards Initiative, also known as simply Common Core, was an American, multi-state educational initiative begun in 2010 with the goal of increasing consistency across state standards, or what K–12 students throughout the United States should know in English language arts and mathematics at the conclusion of each school grade.
The National Board publishes standards of “accomplished teaching” for 25 certificate areas [5] and developmental levels for pre-K through 12th grade. These standards were developed and validated by representative councils of master teachers, disciplinary organizations and other education experts.
In July 2021 the Oklahoma State Board of Education adopted the first set of rules to implement HB 1775. The rules called for a school district found in violation to have their accreditation downgraded to “accredited with deficiency” and for an employee found in violation to have their teaching license suspended. [8]
According to the October 24, 2015 U.S. Department of Education Fact Sheet: Testing Action Plan, state testing programs implemented under No Child Left Behind and Race to the Top were "draining creative approaches from our classrooms", "consuming too much instructional time" and "creating undue stress for educators and students."
The standards-based National Education Goals 2000, set by the U.S. Congress in the 1990s, were based on the principles of outcomes-based education. In 2002, the standards-based reform movement culminated as the No Child left Behind Act of 2001 [75] where achievement standard were set by each individual state. This federal policy was active ...
The act did not set national achievement standards. Instead, each state developed its own standards. [4] NCLB expanded the federal role in public education through further emphasis on annual testing, annual academic progress, report cards, and teacher qualifications, as well as significant changes in funding. [3]