State Education Reforms: Overview and Inventory of State Education Reforms: 1990 to 2000

Abstract

The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and reporting data related to education in the United States and other nations. It fulfills a congressional mandate to collect, collate, analyze, and report full and complete statistics on the condition of education in the United States; conduct and publish reports and specialized analyses of the meaning and significance of such statistics; assist state and local education agencies in improving their statistical systems; and review and report on education activities in foreign countries. NCES activities are designed to address high priority education data needs; provide consistent, reliable, complete, and accurate indicators of education status and trends; and report timely, useful, and high quality data to the U.S. Department of Education, the Congress, the states, other education policymakers, practitioners, data users, and the general public. We strive to make our products available in a variety of formats and in language that is appropriate to a variety of audiences. You, as our customer, are the best judge of our success in communicating information effectively.

Test Item Construction and Validation: Developing a Statewide Assessment for Agricultural Science Education

“…According to Hess and McGuinn (2002) Since the early '90s content-and performance-based standards increased nationwide, essentially doubling, with almost every state establishing such standards and tests (Hurst, Tan, Meek, Sellers, 2003). By the start of the 21 st century, 48 states had such accountability systems in place Linn, 2000).…”

Early Field Experience Documents In Agricultural Education

“…Educational reform efforts have caused both accrediting and professional organizations to develop standards that specifically refer to and affect early fieldbased experience (Hurst, Tan, Meek, & sellers, 2003). Accreditation and standards are developed and adopted at the national, state, and institutional levels as well as through professional organizations.…”

Fiscal Federalism, Performance Policies, and Education Reforms: Are States Using Performance Policies to Improve Workforce Quality?

“…; Education Commission of the States ; Fruchter ; Hurst et al . ; Rudalevige ; Ziebarth ). There were also inconsistencies in terms that defined high performance and confusion over testing concepts (Haney ; Hurst et al .…”