Thirty-five years after passage of federal civil rights legislation for students with disabilities, too many students are still being segregated and are experiencing poor achievement outcomes.

Research by Harris Cooper, Jorgianne C. Robinson, and Erika A. Patall has proven, "with only rare exceptions, the relationship between the amount of homework students do and their achievement outcomes was found to be positive and statistically significant".

In 2012, under the federal No Child Left Behind Act, the High School administration was required to notify parents of the school's poor achievement outcomes.

Under the federal No Child Left Behind Act, the school administration was required to notify parents of the school's poor achievement outcomes.

Instead, the study suggested that teachers use such techniques as peer tutoring, which has "consistent positive effects on achievement outcomes for both tutors and tutees."

Fourth, we must improve academic achievement outcomes for all students.

Exploring the relationship among cultural discontinuity, psychological distress, and academic achievement outcomes for low-income, culturally diverse students.

The authors suggested that the social costs occur when one's definition of ability is perceived to be the only one relevant to achievement outcomes.

Under the federal No Child Left Behind Act, the school administration was required to notify parents of the school's poor achievement outcomes and to offer the opportunity to transfer to a successful school within the District.