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Academic achievement or academic performance is the extent to which a student, teacher or institution has attained their short or long-term educational goals. Completion of educational benchmarks such as secondary school diplomas and bachelor's degrees represent academic achievement.
Results from the California High School Exit Exam (CAHSEE), taken by 10th graders in the 2001-02 school year, are part of high school APIs. English/language arts scores count for 10% and math for 5%. The Golden State Exams provide an opportunity for graduating students to earn a distinction of merit on their high school diploma. To save testing ...
The National Education Goals Panel (NEGP) was an organization formed in 1990 after a meeting of President George H.W. Bush and states' governors in Charlottesville in 1989. [1] The organization was established to report on the nation's progress toward the six education goals adopted at the Charlottesville meeting.
Bloom's taxonomy is a framework for categorizing educational goals, developed by a committee of educators chaired by Benjamin Bloom in 1956. It was first introduced in the publication Taxonomy of Educational Objectives: The Classification of Educational Goals. The taxonomy divides learning objectives into three broad domains: cognitive ...
The No Child Left Behind Act of 2001, Sec. 1111 (b)(F), required that "each state shall establish a timeline for adequate yearly progress.The timeline shall ensure that not later than 12 years after the 2001-2002 school year, all students in each group described in subparagraph (C)(v) will meet or exceed the State's standards."
The Government Performance and Results Act of 1993 (GPRA) (Pub. L. 103–62) is a United States law enacted in 1993, [1] one of a series of laws designed to improve government performance management. The GPRA requires agencies to engage in performance management tasks such as setting goals, measuring results, and reporting their progress.
Although the noun forms of the three words aim, objective and goal are often used synonymously, [1] professionals in organised education define the educational aims and objectives more narrowly and consider them to be distinct from each other: aims are concerned with purpose whereas objectives are concerned with achievement.
[63]: 68–69 A solution to this limitation is to set learning goals as well as performance goals, so that learning is expected as part of the process of reaching goals. [64] [65] The section on learning goals has more information on this effect and how to counter it. Goal setting also may impair performance in certain situations.