Download or read book State and Local Implementation of the No Child Left Behind Act Volume V written by Amy Elledge and published by . This book was released on 2009 with total page 105 pages. Available in PDF, EPUB and Kindle. Book excerpt: The No Child Left Behind Act (NCLB) requires that all students be assessed academically in mathematics and reading, and for purposes of adequate yearly progress (AYP), participation rates in statewide assessments must be 95 percent for all students. Federal law requires states to have at least one alternate assessment to evaluate the performance of disabilities that are unable to participate in general state assessments even with accommodations. Flexibility for these alternate assessments are provided via a "1 percent rule" that is applied to students with most significant cognitive disabilities and permits up to 1 percent of students in a state or district who score proficient or above on an alternate assessment to be counted as proficient for purposes of AYP calculations. An additional 2 percent of all students may be counted as proficient for purposes of AYP calculations as long as they achieved a proficient or above score on an alternate assessment based on modified achievement standards that are aligned with grade-level content standards under "2 percent interim policy options." This report presents findings from the Study of State Implementation of Accountability and Teacher Quality under No Child Left Behind (SSI-NCLB). Key findings include: (1) By 2005-06, all states had alternate assessment systems in place, but federal peer review teams found that 38 states had problems associated with their alternate assessments; (2) A majority of states report test participations rates for students with disabilities that exceeded the 95 percent requirement in 2005-05; (3) Most states with accurate data in 2004-05 and 2005-06 reported that the percentage of students with disabilities who participated in the alternate assessment was less that 10 percent of all students with disabilities who were assessed; (4) Twenty-two states granted exceptions to districts to exceed the 1 percent cap on the inclusions of proficient and above scores from alternate assessments; (5) Twenty-one states used the 2 percent proxy option for AYP calculations in 2005-06, down from 25 states in 2004-05; and (6) From 2003-04 to 2004-05, across the 28 states for which there were adequate data, more than half reduced the number and proportion of schools that missed AYP for the achievement of students with disabilities. (Contains 31 footnotes and 30 exhibits.).

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 State and Local Implementation of the No Child Left Behind Act Volume III written by Kerstin Carlson Le Floch and published by . This book was released on 2007 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report presents findings about accountability 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 third volume in this report series. The first two volumes were: Volume I--Title I School Choice, Supplemental Educational Services, and Student Achievement; and Volume II--Teacher Quality Under "NCLB": Interim Report. This volume details seven key findings: (1) States, districts and schools had mostly met the relevant "NCLB" accountability requirements through 2004-05; (2) All states, the District of Columbia and Puerto Rico had enacted the accountability provisions required by "NCLB," including academic achievement standards in reading and mathematics and other required performance indicators; (3) More than half of states were testing students in all required grades in reading and mathematics in advance of the 2005-06 "NCLB" deadline--However, 20 states were behind schedule in implementing assessments that measure English language proficiency; (4) Seventy-five percent of the nation's schools made Adequate Yearly Progress (AYP) in 2003-04--of the 25 percent that did not make AYP, half (51 percent) did not succeed because the school as a whole (i.e., the "all students" group) or multiple student subgroups did not meet achievement standards. When schools did not make AYP for a single subgroup, it was usually for students with disabilities; (5) About one-third of schools that did not make AYP did not do so for students with disabilities or limited English proficiency (LEP) student groups--About two-thirds of those schools reported needing technical assistance to improve instruction for these subgroups; (6) Thirteen percent of the nation's schools were identified for improvement in 2004-05--Those schools were most likely to be high-poverty, high-minority, large, urban schools to which Title I has historically directed substantial resources; and (7) Nearly all schools reported making multiple improvement efforts--Schools identified for improvement focused on more areas of improvement than non-identified schools. Schools also reported receiving technical assistance that met their needs, with exceptions in two areas. About one-half of schools needing assistance to improve services to students with disabilities and to improve services to limited English proficient students, did not have these needs met. States and districts were implementing the required interventions in schools identified for improvement and corrective action, but they were not implementing the required actions in most of the 1,199 schools in restructuring. Overall, states took advantage of the flexibility provided by "NCLB" to establish accountability systems that vary significantly in a number of areas, including the level of student academic achievement required to be proficient, the type of assessments, and the pace of improvement required to reach 100 percent student proficiency by 2013-14. The result was a large variation across states in the percentage of schools missing AYP and being identified for improvement. Appended are: (1) Description of NLS-"NCLB" and SSI-"NCLB" Methodologies; (2) State AYP Definitions; (3) Supplemental Exhibits; and (4) Standard Error Exhibits. [This report was produced by the Policy and Program Studies Service, Office of Planning, Evaluation and Policy Development, U.S. Department of Education.].

Download or read book State and Local Implementation of the No Child Left Behind Act Volume VI written by Jay G. Chambers and published by . This book was released on 2009 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: Achieving the goals of federal education legislation depends on how federal funds are distributed and used. Since the enactment of the Elementary and Secondary Education Act (ESEA) in 1965, various federal programs have been created to support educational improvement and target additional resources to meet the educational needs of children who are economically and educationally disadvantaged. This report presents findings on the targeting and uses of funds for six federal education programs, based on 2004-05 data from the National Longitudinal Study of No Child Left Behind (NLS-NCLB). The programs studied are: Title I, Part A; Reading First; Comprehensive School Reform (CSR); Title II, Part A; Title III, Part A; and Perkins Vocational Education State Grants. This report describes how well federal funds are targeted to high-need districts and schools, how districts have spent federal funds, and the comparability of the base of state and local resources to which federal funds are added. Reported findings include: (1) Federal education funds were more strongly targeted to the highest-poverty districts than were state and local funds but did not close the funding gap between high- and low-poverty districts; (2) The overall share of Title I funds going to the highest-poverty districts changed only marginally between 1997-98 and 2004-05; (3) At the school level, Title I funding per low-income student in the highest-poverty schools remained unchanged from 1997-98 to 2004-05, when adjusted for inflation, and these schools continued to receive smaller Title I allocations per low-income student than did the lowest-poverty schools; (4) Federal program funds were used mainly for instruction; (5) Among the six federal programs, Title I provided the most funds used for professional development; and (6) Overall, school personnel expenditures from Title I amounted to $408 per low-income student, a 9 percent increase over the base of state and local per-student expenditures on school personnel. The report concludes that, while federal funds have been an important source of support to the highest-poverty districts and schools, and the majority of funds from the six federal programs studied have been used for instruction, neither these programs nor all federal programs combined have provided sufficient funding to make up for the greater access to local revenues available in the lowest-poverty districts compared with the highest-poverty districts in the United States. Four appendices are included: (1) Description of NLS-NCLB Methodology; (2) Supplemental Exhibits; (3) Standard Error Tables; and (4) Distribution of Title I Schools in NLS and CCD datasets. (Contains 51 footnotes and 141 exhibits.).

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 National Assessment of Title I Implementation of Title I written by and published by . This book was released on 2007 with total page 276 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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 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 Paul E. Peterson and published by Rowman & Littlefield. This book was released on 2003-11-18 with total page 364 pages. Available in PDF, EPUB and Kindle. Book excerpt: The 2002 No Child Left Behind Act is the most important legislation in American education since the 1960s. The law requires states to put into place a set of standards together with a comprehensive testing plan designed to ensure these standards are met. Students at schools that fail to meet those standards may leave for other schools, and schools not progressing adequately become subject to reorganization. The significance of the law lies less with federal dollar contributions than with the direction it gives to federal, state, and local school spending. It helps codify the movement toward common standards and school accountability. Yet NCLB will not transform American schools overnight. The first scholarly assessment of the new legislation, No Child Left Behind? breaks new ground in the ongoing debate over accountability. Contributors examine the law's origins, the political and social forces that gave it shape, the potential issues that will surface with its implementation, and finally, the law's likely consequences for American education.

Download or read book Implementation of the No Child Left Behind Act written by United States. Congress and published by Createspace Independent Publishing Platform. This book was released on 2018-02-12 with total page 50 pages. Available in PDF, EPUB and Kindle. Book excerpt: Implementation of the No Child Left Behind Act : hearing before the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Seventh Congress, second session, on examining the implementation of the Elementary and Secondary Education Act, focusing on accountability for results, parent and student choice, flexibility for states, school districts, and schools, and

Download or read book Standards Based Reform and the Poverty Gap written by Adam Gamoran and published by Rowman & Littlefield. This book was released on 2008-04-01 with total page 350 pages. Available in PDF, EPUB and Kindle. Book excerpt: The No Child Left Behind Act (NCLB) is the latest in more than two decades of federal efforts to raise educational standards and an even longer stream of initiatives to improve education for poor children. What lessons can we draw from these earlier efforts to help NCLB achieve its goals? In Standards-Based Reform and the Poverty Gap, leading scholars in sociology, economics, psychology, and education policy take on this critical question. Armed with the latest data and up-to-date research syntheses, the authors show that standards-based reform has had some positive effects, particularly in the area of teacher quality. Moreover, some of the critics' greatest fears have not been realized: for example, retention rates have not shot upward. Yet the overall pace of improvement has been slow, owing in part to poor implementation. Based on these findings, the contributors offer recommendations for the implementation and impending reauthorization of NCLB. These proposals, such as national testing and a rethinking of achievement targets, are sure to be at the center of the upcoming debate. Contributors include Thomas Dee, Laura Desimone, George Farkas, Barbara Foorman, Brian Jacob, Robert M. Hauser, Paul Hill, Tom Loveless, Meredith Phillips, Andrew C. Porter, and Thomas Smith.

Download or read book No Child Left Behind and the Transformation of Federal Education Policy 1965 2005 written by Patrick J. McGuinn and published by . This book was released on 2006 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt: Education is intimately connected to many of the most important and contentious questions confronting American society, from race to jobs to taxes, and the competitive pressures of the global economy have only enhanced its significance. Elementary and secondary schooling has long been the province of state and local governments; but when George W. Bush signed into law the No Child Left Behind Act in 2002, it signaled an unprecedented expansion of the federal role in public education. This book provides the first balanced, in-depth analysis of how No Child Left Behind (NCLB) became law. Patrick McGuinn, a political scientist with hands-on experience in secondary education, explains how this happened despite the country's long history of decentralized school governance and the longstanding opposition of both liberals and conservatives to an active, reform-oriented federal role in schools. His book provides the essential political context for understanding NCLB, the controversies surrounding its implementation, and forthcoming debates over its reauthorization. how the struggle to define the federal role in school reform took center stage in debates over the appropriate role of the government in promoting opportunity and social welfare. He places the evolution of the federal role in schools within the context of broader institutional, ideological, and political changes that have swept the nation since the 1965 Elementary and Secondary Education Act, chronicles the concerns raised by the 1983 report A Nation at Risk, and shows how education became a major campaign issue for both parties in the 1990s. McGuinn argues that the emergence of swing issues such as education can facilitate major policy change even as they influence the direction of wider political debates and partisan conflict. McGuinn traces the Republican shift from seeking to eliminate the U.S. Department of Education to embracing federal leadership in school reform, then details the negotiations over NCLB, the forces that shaped its final provisions, and the ways in which the law constitutes a new federal education policy regime - against which states have now begun to rebel. and that only by understanding the unique dynamics of national education politics will reformers be able to craft a more effective national role in school reform.

Download or read book Handbook of Special Education written by James M. Kauffman and published by Routledge. This book was released on 2011-05-15 with total page 1751 pages. Available in PDF, EPUB and Kindle. Book excerpt: Special education is now an established part of public education in the United States—by law and by custom. However, it is still widely misunderstood and continues to be dogged by controversies related to such things as categorization, grouping, assessment, placement, funding, instruction, and a variety of legal issues. The purpose of this 13-part, 57-chapter handbook is to help profile and bring greater clarity to this sprawling and growing field. To ensure consistency across the volume, chapter authors review and integrate existing research, identify strengths and weaknesses, note gaps in the literature, and discuss implications for practice and future research. Key features include: Comprehensive Coverage—Fifty-seven chapters cover all aspects of special education in the United States including cultural and international comparisons. Issues & Trends—In addition to synthesizing empirical findings and providing a critical analysis of the status and direction of current research, chapter authors discuss issues related to practice and reflect on trends in thinking. Categorical Chapters—In order to provide a comprehensive and comparative treatment of the twelve categorical chapters in section IV, chapter authors were asked to follow a consistent outline: Definition, Causal Factors, Identification, Behavioral Characteristics, Assessment, Educational Programming, and Trends and Issues. Expertise—Edited by two of the most accomplished scholars in special education, chapter authors include a carefully chosen mixture of established and rising young stars in the field. This book is an appropriate reference volume for anyone (researchers, scholars, graduate students, practitioners, policy makers, and parents) interested in the state of special education today: its research base, current issues and practices, and future trends. It is also appropriate as a textbook for graduate level courses in special education.

Download or read book The Ordeal of Equality written by David K. Cohen and published by Harvard University Press. This book was released on 2010-02-28 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt: American schools have always been locally created and controlled. But ever since the Title I program in 1965 appropriated nearly one billion dollars for public schools, federal money and programs have been influencing every school in America. What has been accomplished in this extraordinary assertion of federal influence? What hasn't? Why not? With incisive clarity and wit, David Cohen and Susan Moffitt argue that enormous gaps existed between policies and programs, and the real-world practices that they attempted to change. Learning and teaching are complicated and mysterious. So the means to achieve admirable goals are uncertain, and difficult to develop and sustain, particularly when teachers get little help to cope with the blizzard of new programs, new slogans, new tests, and new rules. Ironically, as the authors observe, the least experienced and least well-trained teachers are often in the most needy schools, so federal support is compromised by the inequality it is intended to ameliorate. If new policies and programs don't include means to create the capability they require, they cannot succeed. We don't know what we need to enable states, school systems, schools, teachers, and students to use the resources that programs offer. The trouble with standards-based reform is that standards and tests still don't teach you how to teach.

Download or read book Ebook Life Span Development written by Santrock and published by McGraw Hill. This book was released on 2016-09-16 with total page 802 pages. Available in PDF, EPUB and Kindle. Book excerpt: Ebook: Life-Span Development

Download or read book Jsl Vol 19 N5 written by JOURNAL OF SCHOOL LEADERSHIP and published by Rowman & Littlefield. This book was released on 2010-04-16 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Journal of School Leadership is broadening the conversation about schools and leadership and is currently accepting manuscripts. We welcome manuscripts based on cutting-edge research from a wide variety of theoretical perspectives and methodological orientations. The editorial team is particularly interested in working with international authors, authors from traditionally marginalized populations, and in work that is relevant to practitioners around the world. Growing numbers of educators and professors look to the six bimonthly issues to: deal with problems directly related to contemporary school leadership practice teach courses on school leadership and policy use as a quality reference in writing articles about school leadership and improvement.

Download or read book Encyclopedia of Public Administration and Public Policy 5 Volume Set written by Domonic A. Bearfield and published by Routledge. This book was released on 2020-08-14 with total page 3897 pages. Available in PDF, EPUB and Kindle. Book excerpt: Now in its third edition, Encyclopedia of Public Administration and Public Policy remains the definitive source for article-length presentations spanning the fields of public administration and public policy. It includes entries for: Budgeting Bureaucracy Conflict resolution Countries and regions Court administration Gender issues Health care Human resource management Law Local government Methods Organization Performance Policy areas Policy-making process Procurement State government Theories This revamped five-volume edition is a reconceptualization of the first edition by Jack Rabin. It incorporates over 225 new entries and over 100 revisions, including a range of contributions and updates from the renowned academic and practitioner leaders of today as well as the next generation of top scholars. The entries address topics in clear and coherent language and include references to additional sources for further study.