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High-Achieving Students in the Era of No Child Left Behind

Abstract

Tom Loveless examines achievement trends for high-achieving students (defined by their performance on the National Assessment of Educational Progress, or NAEP) in a report from the Thomas B. Fordham Institute. Loveless investigates whether gains for low-achieving students come at the expense of high achievers. Included in this report are results from a national teacher survey, by Steve Farkas and Ann Duffett of Farkas Duffett Research Group.

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