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 No Child Left Behind Act written by United States. Government Accountability Office and published by . This book was released on 2005 with total page 55 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book No Child Left Behind Act written by Marnie S. Shaul and published by . This book was released on 2005 with total page 62 pages. Available in PDF, EPUB and Kindle. Book excerpt: This GAO report examines response of 47 states to the No Child Left Behind Act (NCLBA) of 2001 that established qualification requirements for teachers of core academic subjects that must meet by the end of the 2005-2006 school year. With the deadline approaching for all teachers to meet the requirements, GAO was asked to examine the following: (1) the status of state efforts to meet NCLBA's teacher qualification requirements; (2) the use of Title II funds in selected districts; and (3) how the U.S. Department of Education (Education) monitors states and assists them with implementation of the requirements. To help states address the issues of teacher quality and ensure that all teachers meet NCLBA's qualification requirements, the GAO recommends that the Secretary of Education explore ways to make the Web-based information on teacher qualification requirements more accessible to users of its Web site through such activities as more prominently displaying the link to state teacher initiatives or enhancing the capability of the search function. Appended are: (1) Activities on Which States and Districts Can spend Title II, Part A Funds; (2) State- Reported Percentage of Core Academic Classes Taught by Teachers Meeting NCLBA's Teacher Qualification Requirements in the 2003-2004 School Year; (3) Sample HOUSSE Procedures from Two States Visited; (4) Comments from the U.S. Department of Education; and (5) GAO Contact and Staff Acknowledgments. (Contains 4 figures, 4 tables, and a short list of abbreviations.).
Download or read book Gao 06 25 No Child Left Behind Act written by United States Government Accountability Office and published by Createspace Independent Publishing Platform. This book was released on 2018-01-30 with total page 62 pages. Available in PDF, EPUB and Kindle. Book excerpt: GAO-06-25 No Child Left Behind Act: Improved Accessibility to Education's Information Could Help States Further Implement Teacher Qualification Requirements
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 Act written by and published by . This book was released on 2004 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book No Child Left Behind Act written by United States. Government Accountability Office and published by DIANE Publishing. This book was released on 2006 with total page 58 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 No Child Left Behind written by Paul H. Berkhart and published by Nova Publishers. This book was released on 2008 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book presents the latest developments related to the No Child Left Behind Act of 2001, legislation to extend and revise the Elementary and Secondary Education Act (ESEA), which was signed into law as P.L. 107-110 (H.R. 1). This legislation extensively amends and re-authorises many of the programs of federal aid to elementary and secondary education. Major features of the No Child Left Behind Act of 2001 include the following: (a) states will be required to implement standards-based assessments in reading and mathematics for pupils in each of grades 3-8 by the 2005-2006 school year, and at three grade levels in science by the 2007-2008 school year; (b) grants to states for assessment development are authorised; (c) all states will be required to participate in National Assessment of Educational Progress tests in 4th and 8th grade reading and mathematics every second year; (d) states must develop adequate yearly progress (AYP) standards, incorporating a goal of all pupils reaching a proficient or advanced level of achievement within 12 years, and apply them to each public school, local education agency (LEA), and the state overall; (e) a sequence of consequences, including public school choice and supplemental services options, would apply to schools and LEAs that fail to meet AYP standards for 2 or more consecutive years; (f) ESEA Title I allocation formulas are modified to increase targeting on high poverty states and LEAs and to move Puerto Rico gradually toward parity with the states; (g) within 3 years, all paraprofessionals paid with Title I funds must have completed at least 2 years of higher education or met a "rigorous standard of quality"; (h) several new programs aimed at improving reading instruction are authorised; (i) teacher programs are consolidated into a state grant authorising a wide range of activities such as teacher recruitment, professional development, and hiring; (j) states and LEAs participating in Title I have various requirements to ensure that teachers meet the bill's definition of "highly qualified" by the end of the 2005-2006 school year; (k) almost all states and LEAs are authorised to transfer a portion of the funds they receive under several programs, and selected states and LEAs may consolidate funds under certain programs through performance agreements; (l) federal support of public school choice is expanded; (m) several previous programs are consolidated into a state grant supporting integration of technology into K-12 education; (n) the Bilingual and Emergency Immigrant Education Acts are consolidated into a single formula grant, with existing limits on the share of grants for specific instructional approaches eliminated; and (o) the 21st Century Community Learning Center program is converted into a formula grant with increased focus on after-school activities.
Download or read book No Child Left Behind Act Education could do more to help states better define graduation rates and improve knowledge about intervention strategies report to congressional requesters written by and published by DIANE Publishing. This book was released on 2005 with total page 67 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book No Child Left Behind Act written by and published by . This book was released on 2003 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book No Child Left Behind Act written by Marnie S. Shaul and published by . This book was released on 2006 with total page 74 pages. Available in PDF, EPUB and Kindle. Book excerpt: In school year 2003-2004, state data showed that the percentage of students with limited English proficiency scoring proficient on a state's language arts and mathematics tests was lower than the state's annual progress goals in nearly two-thirds of the 48 states for which data was obtained. To help these students progress academically, state and district officials in the 5 states visited, reported using a variety of strategies, including training teachers to incorporate language development into academic classes. Further, the review of data 49 states submitted to Education showed that the performance of students with limited English proficiency on states' mathematics assessments for elementary school students was lower than that of the total student population in all of these states but 1. Although the student groups are not mutually exclusive, in most of the 49 states, the performance of students with limited English proficiency was generally lower than that of other groups, such as economically disadvantaged students. Factors other than student academic knowledge, however, can influence whether states and districts meet their academic progress goals for students with limited English proficiency, such as how a state establishes its annual progress goals. To support improved academic progress for these students, district and state officials that were spoken to within the 5 study states reported using strategies similar to those considered good practices for all students. In particular, they cited providing teacher training focused on these students, having school leadership focused on their needs and using data to target interventions as key to the success of these students. Appended are: (1) GAO's Group of Experts on Assessing the Academic Knowledge of Students with Limited English Proficiency; (2) Determining Adequate Yearly Progress for Student Groups; (3) Percentage of Districts Making AYP Goals for Mathematics for Students with Limited English Proficiency; (4) Proficiency Scores on Mathematics Tests for All Students and Students with Limited English Proficiency; (5) Enhanced Assessment Consortia Participation; (6) English Language Proficiency Assessments Used in the 2005-2006 School Year, by State; (7) Comments from the Department of Education; and (8) GAO Contacts and Acknowledgments. (Contains 6 tables and 7 figures.) [This document was produced by the U.S. Government Accountability Office, formerly known as the General Accounting Office.].
Download or read book No Child Left Behind Act written by Eugene W. Hickok and published by . This book was released on 2004 with total page 58 pages. Available in PDF, EPUB and Kindle. Book excerpt: Congress has raised concerns about difficulties rural school districts face implementing the No Child Left Behind Act (NCLBA). This report describes: key challenges rural states and districts face; strategies rural districts have developed; expenditures and resources related to rural districts? compliance; and guidance and assistance from the Department of Education (Education). Researchers conducted a nationally representative survey of rural and nonrural school districts and interviewed Education officials and officials in rural states and school districts. Data analysis indicates that rural districts faced challenges in meeting NCLBA provisions to a greater extent than nonrural districts. For example, rural district officials were more likely to report challenges presented by a large enrollment of economically disadvantaged students who may live in communities lacking resources, such as libraries. Rural districts reported that small school size and geographic isolation greatly affected their ability to implement NCLBA. Rural officials said that limited access to teacher training facilities and internet line maintenance difficulties impeded NCLBA implementation efforts. Rural school officials reported using such strategies as teacher training to the same extent as nonrural respondents to help meet student proficiency provisions and implement teacher qualification requirements of NCLBA. Rural districts were more likely to increase computer capacity than nonrural districts. However, small rural districts were less likely than other rural districts to use certain strategies, such as teacher mentoring. Rural state and district officials identified specific expenditures related to NCLBA, such as those relating to analyzing assessment results and providing tutoring services to students. However, district officials could not determine total expenditures made to implement NCLBA, in part because their accounting records were not maintained in a way that tracked expenditlocal funds, officials reported using multiple federal programs to implement NCLBA.
Download or read book Delivering the Promise written by and published by . This book was released on 2005 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt: The report discusses the federal role in education reform, recommends specific changes that could be made to the No Child Left Behind (NCLB) legislation, and examines the federal funding available for NCLB.
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 State and Local Implementation of the No Child Left Behind Act Volume VIII written by Beatrice F. Birman and published by . This book was released on 2009 with total page 279 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report presents findings about teacher quality from two longitudinal studies, the National Longitudinal Study of "No Child Left Behind" (NLS-"NCLB"), and the Study of State Implementation of Accountability and Teacher Quality Under "No Child Left Behind" (SSI-"NCLB"). The research teams for these two studies have collaborated to provide an integrated evaluation of the implementation of key "NCLB" provisions at the state level (SSI-"NCLB") and at the district and school levels (NLS-"NCLB"). Together the two studies are the basis for a series of reports on the topics of accountability, teacher quality, Title I school choice and supplemental educational services, and targeting and resource allocation. This is the eighth volume in this report series. Based on findings from the two studies, this report describes the progress that states, districts, and schools have made implementing the teacher and paraprofessional qualification provisions of "NCLB" through 2006-07. Reported findings indicate that: (1) Most teachers met their states' requirements to be considered highly qualified under "NCLB"; (2) The percentage of teachers who were not highly qualified under "NCLB" was higher for special education teachers and middle school teachers, and for teachers in high-poverty and high-minority schools; (3) Despite "NCLB" emphasis on sustained, intensive, classroom-focused professional development, a relatively small proportion of teachers reported taking part in content-focused professional development related to teaching reading or mathematics for an extended period of time; and (4) According to state-reported data for 2005-06, 86 percent of Title I instructional paraprofessionals were qualified under "NCLB." The report concludes that, in general, states and districts are working to implement and comply with the "NCLB" requirements for teacher qualifications: States have set guidelines for highly qualified teachers under "NCLB" and have been updating their data systems. According to states, 94 percent of teachers were designated as highly qualified under "NCLB" in 2006-07, and approximately 94 percent of all paraprofessionals reported holding a qualification that would meet the "NCLB" criteria. States and districts are also working to develop strategies designed to recruit and retain highly qualified teachers, particularly in traditionally disadvantaged schools. Issues recommended for further investigation include: (1) Variations among state policies concerning highly qualified teachers raise questions about whether some states have set high enough standards for teacher qualifications under "NCLB" to ensure that teachers have a solid understanding of the subjects they teach; (2) Variation in teachers' highly qualified status across types of teachers and schools highlights enduring inequities in access to highly qualified teachers; (3) Because many teachers were not aware or notified of their "NCLB" status, they may not have taken necessary steps to become highly qualified; and (4) The low proportion of teachers participating in content-focused professional development over an extended period of time suggests that more can be done to deepen teachers' content knowledge. Four appendixes are included: (1) Description of NLS-"NCLB" and SSI-"NCLB" Methodologies; (2) Supplemental NLS-"NCLB" Exhibits and Standard Error Reports; (3) Supplemental State Exhibits; and (4) Definition of professional Development in Section 9101(34) of the "ESEA" ["Elementary and Secondary Education Act of 1965"]. (Contains 87 footnotes and 139 exhibits.).
Download or read book No Child Left Behind Act written by United States. Government Accountability Office and published by . This book was released on 2007 with total page 57 pages. Available in PDF, EPUB and Kindle. Book excerpt: The No Child Left Behind Act of 2001 (NCLBA) focused national attention on improving schools so that all students reach academic proficiency by 2014. In the 2006- 2007 school year, about 4,500 of the 54,000 Title I schools failed to make adequate yearly progress (AYP) for 4 or more years. Schools that miss AYP for 4 years are identified for corrective action, and after 6 years, they must be restructured. GAO examined (1) the characteristics of Title I schools in corrective action and restructuring; (2) the actions that schools in corrective action and restructuring implemented; (3) the assistance those schools received from districts and states; and (4) how Education supports states in their efforts to assist these schools. GAO administered two Web-based surveys to a nationwide sample of schools in corrective action and restructuring status and conducted site visits to five states. Nationwide, the 2,790 Title I schools that were in corrective action or restructuring status in the 2005-2006 school year were more frequently located in urban areas and in a few states. These schools served higher percentages of minority, poor, and middle-school students than other Title I schools, and many report that factors such as neighborhood violence and student mobility pose additional challenges to improving student academic performance. As state proficiency targets continue to increase to 100 percent in 2014, the number of schools in corrective action and restructuring may increase. A majority of schools in corrective action or restructuring status implemented required activities. However, in some cases, schools may not be meeting NCLBA requirements. GAO estimates that 6 percent of schools did not take any of the required corrective actions and that about a third continued corrective actions implemented during earlier years of school improvement but did not take a new action after entering corrective action status. While this course of action may be an appropriate path for some schools to take, the Department of Education has not provided guidance to districts delineating when continuing a corrective action is appropriate and when it is not. In addition, about 40 percent of schools did not take any of the five restructuring options required by NCLBA. While states are required to report annually to the Department of Education the measures taken by schools in improvement status, Education does not require states to report on the specific measures taken for each school. GAO estimates that 42 percent of the schools in corrective action or restructuring did not receive all required types of assistance through their school districts, although most received discretionary assistance from their state educational agencies. Districts are required to ensure that several types of assistance are provided to all schools in improvement status, including those in corrective action and restructuring status. This assistance includes help in analyzing students' assessment data and revising school budgets so that resources are allocated to improvement efforts. NCLBA generally does not require states to provide specific kinds of assistance to schools in corrective action or restructuring; however, they are required to develop a statewide system of support, including school support teams to provide technical assistance to schools and districts. Most schools received some type of assistance from the state educational agency. Education provides technical assistance and research results to states primarily through its Comprehensive Centers Program. Education also has provided more material in its Web-based clearinghouse to address a greater number of topics and is developing an initiative to outline practical steps for schools in improvement, including those in restructuring.
