Download or read book State and Local Implementation of the No Child Left Behind Act written by and published by . This book was released on 2007 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Highly Qualified Teacher the No Child Left Behind Act written by San Diego City Schools and published by . This book was released on 2005 with total page 2 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Many Children Left Behind written by Deborah Meier and published by Beacon Press. This book was released on 2004-09-29 with total page 117 pages. Available in PDF, EPUB and Kindle. Book excerpt: Signed into law in 2002, the federal No Child Left Behind Act (NCLB) promised to revolutionize American public education. Originally supported by a bipartisan coalition, it purports to improve public schools by enforcing a system of standards and accountability through high-stakes testing. Many people supported it originally, despite doubts, because of its promise especially to improve the way schools serve poor children. By making federal funding contingent on accepting a system of tests and sanctions, it is radically affecting the life of schools around the country. But, argue the authors of this citizen's guide to the most important political issue in education, far from improving public schools and increasing the ability of the system to serve poor and minority children, the law is doing exactly the opposite. Here some of our most prominent, respected voices in education-including school innovator Deborah Meier, education activist Alfie Kohn, and founder of the Coalition of Essential Schools Theodore R. Sizer-come together to show us how, point by point, NCLB undermines the things it claims to improve: * How NCLB punishes rather than helps poor and minority kids and their schools * How NCLB helps further an agenda of privatization and an attack on public schools * How the focus on testing and test preparation dumbs down classrooms * And they put forward a richly articulated vision of alternatives. Educators and parents around the country are feeling the harshly counterproductive effects of NCLB. This book is an essential guide to understanding what's wrong and where we should go from here.
Download or read book No Child Left Behind written by and published by . This book was released on 2002 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Secretary s Annual Report on Teacher Quality written by United States. Dept. of Education and published by . This book was released on 2005 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book No Child Left Behind Act more information would help states determine which teachers are highly qualified report to congressional requesters written by and published by DIANE Publishing. This book was released on with total page 48 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book No Child Left Behind Primer written by Frederick M. Hess and published by Peter Lang. This book was released on 2006 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: Hess is a specialist in education policy at the American Enterprise Institute and Harvard U.; Petrilli is with the Thomas B. Fordham Foundation, a Washington-based school reform organization. They offer a concise guide to the No Child Left Behind Act of 2001 (NCLB), covering the history and key elements of the law, how it is intended to work, how i.
Download or read book Developing Highly Qualified Teachers written by Allan A. Glatthorn and published by Corwin Press. This book was released on 2005-11-01 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: Find research-based answers to: "What is High-Quality Teaching?" "How is High-Quality Teaching Achieved?" The No Child Left Behind Act (NCLB) establishes a clear demand for highly qualified teachers but does little to help educators define "highly qualified" or instruct them on developing those teachers. This handbook clearly explains the concept of highly qualified teachers, as required by NCLB. It then explains how to recruit, develop, and retain highly qualified teachers. Developing Highly Qualified Teachers is divided into four distinct sections: The Foundations: Addressing NCLB guidelines for developing highly qualified teachers, developing a sense of ownership of the highly qualified concept, and recruiting and selecting staff The General Strategies: Developing a differentiated system of supervision, and implementing a quality staff development program The Specific Approaches: Developing a quality induction program for new teachers, working with marginal staff, fully developing highly qualified teachers, teaming, mentoring, and curriculum development The Results: Retaining quality teachers and developing the faculty as a cohesive community These practices-research based and field tested over many years-will help accomplish the type of faculty improvement and reform that NCLB demands and the adequate yearly progress that students, parents, and faculty deserve.
Download or read book Wrightslaw Special Education Legal Developments and Cases 2019 written by Peter Wright and published by . This book was released on 2020-07-10 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Wrightslaw Special Education Legal Developments and Cases 2019 is designed to make it easier for you to stay up-to-date on new cases and developments in special education law.Learn about current and emerging issues in special education law, including:* All decisions in IDEA and Section 504 ADA cases by U.S. Courts of Appeals in 2019* How Courts of Appeals are interpreting the two 2017 decisions by the U.S. Supreme Court* Cases about discrimination in a daycare center, private schools, higher education, discrimination by licensing boards in national testing, damages, higher standards for IEPs and "least restrictive environment"* Tutorial about how to find relevant state and federal cases using your unique search terms
Download or read book No Child Left Behind Act improved accessibility to Education s information could help states further implement teacher qualification requirements report to congressional requesters written by and published by DIANE Publishing. This book was released on 2005 with total page 62 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Reauthorizing No Child Left Behind written by Brian M. Stecher and published by Rand Corporation. This book was released on 2010-04-08 with total page 97 pages. Available in PDF, EPUB and Kindle. Book excerpt: Studies suggest that the No Child Left Behind Act of 2001's goal of 100 percent of U.S. students proficient in reading and mathematics by 2014 will not be met. The authors recommend more-uniform state academic standards and teacher requirements and broader measures of student learning, including more subjects and tests of higher-thinking and problem-solving skills.
Download or read book Wrightslaw written by Peter W. D. Wright and published by . This book was released on 2002 with total page 416 pages. Available in PDF, EPUB and Kindle. Book excerpt: Aimed at parents of and advocates for special needs children, explains how to develop a relationship with a school, monitor a child's progress, understand relevant legislation, and document correspondence and conversations.
Download or read book What Every Teacher Should Know about No Child Left Behind written by Nathan L. Essex and published by Allyn & Bacon. This book was released on 2006 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt: Describes the basic provisions of the No Child Left Behind Act, explains how it applies to schools, and presents a question-and-answer section on its programs and expanded parental options.
Download or read book Redefining the No Child Left Behind Act s Highly Qualified Teacher written by Jacqueline S. Gill and published by . This book was released on 2015 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study shares the perspectives of eight, current Highly Qualified Teachers (HQT) and provides some insight into the points of view of these teachers who are directly affected by the decisions and policies handed down from lawmakers. There is value in deeply understanding the impact of the requirements set forth by the No Child Left Behind Act of 2001's (NCLB) definition of the Highly Qualified Teacher as it can help shape future policies to better serve the students it is intended to assist. For this study, participants engaged in an in-depth semi-structured interview and provided demographic data and classroom artifacts. The researcher used a basic qualitative research design to present how NCLB's definition of the Highly Qualified Teacher has been/is being interpreted and how it has affected and continues to affect the ways in which educators construct their real-world classrooms. In addition, the researcher sought to: a) ascertain how well current secondary HQTs delineate their proficiency with the subject(s) they teach; b) impart the perspectives of what current secondary HQTs feel it takes to be prepared to enter the classroom; c) convey the perspectives of how current secondary HQTs feel the government's requirements for becoming a HQT helped to prepare them for the realities of the classroom; and d) based on the findings, recommend policy reform to better meet the needs of current and future teachers. The findings of this study revealed that the current definition of the Highly Qualified Teacher, as defined by the No Child Left Behind Act of 2001, is inadequate to meet the needs and challenges of today's classrooms. Based on the data collected for this study, the following six changes to policy were recommended: 1) The language used in the definition of the Highly Qualified Teacher needs to be more specific and the loopholes need to be closed. 2) Policy needs to be informed by Highly Qualified Teachers and educators currently working in the school system. 3) As part of their teacher preparation program, all teacher candidates should be required to engage in student teaching. 4) In addition to the requirement for a four-year degree, all Highly Qualified Teachers must complete a minimum of 12 hours of coursework in the content that they teach. 5) The federal government must set some basic guidelines that all educator programs must follow. One of these guidelines must include a call for the introduction of realistic teaching opportunities. 6) Composite exams should be phased out and replaced by subject specific exams that test for knowledge and depth. The Pedagogical and Professional Responsibilities EC-12 exam must be completely reworked to reflect the realities of teaching. Finally, exam attempts should be capped and uncertified teachers should not be allowed to teach beyond a year.
Download or read book Standards Based Accountability Under No Child Left Behind written by Laura S. Hamilton and published by Rand Corporation. This book was released on 2007-05-24 with total page 303 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since 2001-2002, standards-based accountability provisions of the No Child Left Behind Act of 2001 have shaped the work of public school teachers and administrators in the United States. This book sheds light on how accountability policies have been translated into actions at the district, school, and classroom levels in three states.
Download or read book The No Child Left Behind Act and the Teacher Shortage Policy Briefs written by David M. Malone and published by . This book was released on 2002 with total page 5 pages. Available in PDF, EPUB and Kindle. Book excerpt: Spurred on by regulations outlined in the No Child Left Behind Education Act of 2001 (NCLB), educators and policy makers are gearing up to solve the problem of producing enough highly qualified teachers to meet the country's rapidly growing demand. According to the U.S. Department of Education, rising enrollments and increasing teacher retirements will create a need to produce more than 2 million new public and over a half-million independent school teachers over the next ten years. The quantitative need comes from demand for new teachers to replace those who are retiring or otherwise leaving, to teach a growing population of students, to teach more students with special needs, and so forth. The problem of providing a sufficient number of qualified teachers, however, is not the result of the NCLB legislation alone. Although a common explanation is that two demographic trends are interacting to create a shortage, increasing enrollments and teacher retirement may not be the whole picture. One researcher reports that the annual turnover rate for teachers is significantly higher than the average annual turnover rate across all occupations, and concludes that a key issue is one of retaining teachers who are already in classrooms. Another factor in understanding the teacher shortage has to do with the distribution of teachers. While some school systems have an excess of applicants for teaching positions, others struggle to fill open spots. Finding ways to distribute new teachers to the areas that need them the most is a major challenge for policy makers and school administrators. The need to prepare and retain qualified teachers is related to several other education issues: policies that reduce class size typically result in the need for more teachers; changes in demographics create the need for more English as a Second Language teachers; and an increasing number of identified special needs students contribute to the widespread scarcity of special education teachers. Other factors related to the teacher shortage include inconsistencies in licensing requirements across states and the slowness of state and school bureaucracies to deal with credentialing and licensure issues. Although colleges have been producing a steadily increasing number of graduates who are prepared to be teachers, even with steady or slightly increasing production of new teachers, the supply of teachers cannot keep up with increasing demand. In order to meet the projected need for new teachers over the next ten years, most educators and policy makers agree we must not only increase the supply of new teachers, we must reduce the large number of existing teachers who leave the profession for reasons other than retirement. The problem facing the country now is akin to building a bike while riding it: the country must produce and distribute millions of highly qualified teachers while it simultaneously reinvents the ways it prepares them, revamps the conditions in which they work, and restructures the economics underlying school funding. (Contains 34 endnotes.) [This brief was produced by the Center for Child and Family Policy, Duke University, Terry Sanford Institute of Public Policy.].
Download or read book Who s in Charge Here written by Noel Epstein and published by Brookings Institution Press. This book was released on 2004 with total page 338 pages. Available in PDF, EPUB and Kindle. Book excerpt: Few Americans are aware that their nation long ago created a separate government for education, supposedly to shield it from political interference. Some experts believe that at the heart of todays school debates is a push to put the larger government-- presidents, governors, mayors-- in the drivers seat, or even to dump democratic school governance entirely. The results are mixed. One clear result, however, is a vexing tangle of authority and accountability. "Whos in Charge Here?" untangles it all.
