Download or read book The Practical Benefits of Growth Models for Accountability and the Limitations Under NCLB written by Peter Gordon Goldschmidt and published by . This book was released on 2007* with total page 16 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Practical Benefits of Growth Models for Accountability and the Limitations Under NCLB Policy Brief 9 Spring 2007 written by Pete Goldschmidt and published by . This book was released on 2007 with total page 12 pages. Available in PDF, EPUB and Kindle. Book excerpt: The No Child Left Behind (NCLB) Act of 2001 requires states to monitor student and school performance based on "adequate yearly progress" (AYP), which essentially is a count of the number of students meeting a specified target. States, many of which have a growing number of schools and school districts entering NCLB's "needs improvement" status, have urged the U.S. Department of Education to consider alternate ways to measure and report student progress because AYP disproportionately identifies certain schools as failing (Choi, Goldschmidt, & Yamashiro, 2005). Some researchers have predicted that by the 2013-2014 school year, nearly all schools and school districts will not meet AYP requirements, even many of America's highest achieving schools in affluent areas (Goldschmidt, 2006; Linn, 2005). In November 2005, U.S. Secretary of Education Margaret Spellings, announced a Growth Model Pilot program (U.S. Department of Education, 2006) to which states may submit alternative accountability models to monitor schools. As of February 2007, five states--Tennessee, North Carolina, Delaware, Arkansas, and Florida--have had their growth models approved for use in 2006-2007. Growth models are a different way to track student progress compared with current NCLB requirements that use AYP. This policy brief addresses the broader topic of education accountability models, or systems, describes both status and growth accountability models, and provides several policy recommendations. (Contains 5 figures and 4 notes.).
Download or read book Handbook of Leadership and Administration for Special Education written by Jean B. Crockett and published by Routledge. This book was released on 2012-05-31 with total page 397 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book brings together for the first time research informing leadership practice in special education from preschool through transition into post-secondary settings. It provides comprehensive coverage of 1) disability policy 2) leadership knowledge, 3) school reform, and 4) effective educational leadership practices. Broader in scope than previous books, it provides in-depth analysis by prominent scholars from across the disciplines of both general and special education leadership. Coverage includes historical roots, policy and legal perspectives, and content supporting collaborative and instructional leadership that support the administration of special education. Comprehensive – This is the first book to integrate the knowledge bases of special education and educational leadership as these fields impact school improvement and the performance of students with disabilities. Chapter Structure – Chapters provide a review of the knowledge base as well as recommendations for special education leadership and future research. Multicultural Focus – Addressing special education leadership within the context of a multicultural society, chapters incorporate content related to the diversity of families, teachers, and students. Expertise – Chapter authors have made significant contributions to the knowledge base in their specific areas of study such as educational policy, special education law and finance, school reform,, organizational management, and instructional leadership. This book is a reference volume for scholars, leaders, and policy makers and a textbook for graduate courses in special education, educational administration, and policy studies.
Download or read book Handbook of Research on Scholarly Publishing and Research Methods written by Wang, Victor C. X. and published by IGI Global. This book was released on 2014-12-31 with total page 614 pages. Available in PDF, EPUB and Kindle. Book excerpt: For faculty to advance their careers in higher education, publishing is essential. A competitive marketplace, strict research standards, and scrupulous tenure committees are all challenges academicians face in publishing their research and achieving tenure at their institutions. The Handbook of Research on Scholarly Publishing and Research Methods assists researchers in navigating the field of scholarly publishing through a careful analysis of multidisciplinary research topics and recent trends in the industry. With its broad, practical focus, this handbook is of particular use to researchers, scholars, professors, graduate students, and librarians.
Download or read book Moving Every Child Ahead written by Michael A. Rebell and published by Teachers College Press. This book was released on 2008 with total page 317 pages. Available in PDF, EPUB and Kindle. Book excerpt: Acting as a counterbalance to the current unworkable law, this book proposes a more realistic way to achieve NCLB’s inspiring vision by ensuring the right to “meaningful educational opportunity” for all students. This timely volume tackles specific provisions in NCLB head-on, such as the popular, but impossible, goal of 100% student proficiency by 2014. “At last, a book on No Child Left Behind that makes sense to school practitioners. All who care about the future of our public schools should read this book as soon as possible!” —Thomas Sobol, Former Commissioner of Education, New York State “Moving Every Child Ahead is an important work from two leaders in the fight to guarantee a decent education for every child. Rebell and Wolff have written a must-read for everyone concerned about education reform.” —Senator John Edwards “Rebell and Wolff set forth compelling reasons for their recommendations and suggest specific steps that should be taken by local, state, and federal education officials. Anyone who cares about improving our public schools would benefit from their thoughtful insights and suggestions for Moving Every Child Ahead.” —Richard Riley, Former U.S. Secretary of Education “Michael Rebell has long been a warrior in the fight for educational equity. I am confident this book will enrich a debate sorely in need of big ideas and a willingness to challenge traditional orthodoxies.” —Joel Klein, Chancellor, New York City Department of Education
Download or read book Consequences of No Child Left Behind on Educational Evaluation written by Tiffany Berry and published by Jossey-Bass. This book was released on 2008-04-04 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume explores how key aspects of No Child Left Behind (NCLB) have transformed the landscape of educational evaluation, and ultimately how this process is redefining what evaluation is within the educational evaluation community. In their chapters, the authors examine case studies, critical commentaries, and technical information related to the nexus between evaluation and NCLB. The volume is intended to stimulate conversation around fundamental issues in the discipline of evaluation, including blurring the lines among research, evaluation, and assessment; prioritizing summative evaluations over formative; using questions to drive research design rather than the reverse; balancing accountability requirements with other stakeholder needs; exploring the role of evaluation capacity building in an institutional setting; understanding the availability and appropriate use of assessment data; and defining learning outcomes that are based on standardized test scores alone. Evaluative activities have become integrated into the fabric of NCLB primarily through two core aspects of the legislation: responding to accountability systems and implementing scientifically based research. One plausible consequence of this close integration is that the purpose, design, and practice of evaluation may actually be transformed by this legislation. This volume describes these transformative influences and then explores the potential consequences. This is the 117th volume of the Jossey-Bass quarterly report series New Directions for Evaluation, an official publication of the American Evaluation Association.
Download or read book The Oxford Handbook of American Bureaucracy written by Robert F. Durant and published by Oxford University Press, USA. This book was released on 2010-10-14 with total page 887 pages. Available in PDF, EPUB and Kindle. Book excerpt: With engaging new contributions from the major figures in the fields of public administration, public management, and public policy The Oxford Handbook of American Bureaucracy is a key point of reference for anyone working in American politics today.
Download or read book Use of Growth Models in School Accountability Systems Under the No Child Left Behind Act of 2001 written by Robin Rider Taylor and published by . This book was released on 2008 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book State Growth Models for School Accountability written by Rolf K. Blank and published by . This book was released on 2010 with total page 22 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Council of Chief State School Officers (CCSSO) is working to respond to increased interest in the use of growth models for school accountability. Growth models are based on tracking change in individual student achievement scores over multiple years. While growth models have been used for decades in academic research and program evaluation, a wide cross section of policymakers at local, state, and national levels are now using different types of growth models. A total of 12 states are utilizing growth models that provide estimates of whether student achievement will meet Adequate Yearly Progress (AYP) state proficiency targets within three years. These models were designed to meet the requirements of the No Child Left Behind (NCLB) Act. In addition, 13 states have developed and implemented growth models as required by state policy; these models use different formulas to measure growth for students and schools. Finally, five states are reporting on growth under both NCLB and state policies. This paper is an overview and description of current state activities with growth models. Policymakers and educational leaders are also seeking more information on basic differences between various types of growth models and the assessments, data, and reporting systems necessary to implement them. CCSSO has developed an annual report and webpage focused on state accountability systems, and this paper provides a current snapshot of differences and similarities in growth models used by state education agencies. The present paper is one of CCSSO's recent efforts to provide information on this topic. (Contains 2 tables.).
Download or read book A Cross Case Analysis of Growth Model Programs in Three States written by Jennifer L. Gardella and published by . This book was released on 2013 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: Signed into Law on January 8, 2002, the 1,180 page No Child Left Behind Act (NCLB) shifted the course of public education in America. For the first time accountability was firmly placed at the center of school operations by requiring a systematic approach to achieving reform and improving all areas of school life (Wanker & Christie, 2005). As plans were quickly implemented to meet deadlines, strong opposition was voiced to the unfair way the primary requirement of Adequate Yearly Progress (AYP), was to be measured. Using a status model, success was measured by using a snapshot of educational progress compared to a predetermined goal or dissimilar group of students. Credit could not be earned for progress of non-proficient students. In response, educational researchers have introduced growth modeling as a way to give credit to schools and districts when students make progress on standardized tests yet remain below the proficient mark (Andrejki, 2004; Callender, 2004; Hull, 2008). In December 2005, the United States Department of Education opened a pilot project allowing states to apply to use growth modeling in NCLB accountability plans (United States Department of Education, 2005). This dissertation research examines the implementation of a growth model program in three states: Delaware, Iowa and North Carolina. These states were chosen for their differences on a multitude of factors to provide a rich description of growth model implementation. Using qualitative research techniques the decisions, implementation, data use, and statistical considerations were examined. The findings reveal substantial information on the growth model implementation process with three significant themes emerging from the data. Stakeholders played a significant role in each step of the process at varying degrees in each state. The involvement of stakeholders was found to be important when making decisions and also to garner support for each program. Reporting results to stakeholders was a central piece of each state plan. Lastly, in all three states policy makers and technology efforts saw the benefit of working together to ensure that business rules were possible to implement and the results understandable. The research contributes a rich description of real-world growth model implementation experiences in state level NCLB accountability plans to three important bodies of academic literature: No Child Left Behind, Growth Modeling, and Policy Implementation. Additionally, the discoveries start a guide for educational leaders to evaluate when deciding to add the statistical procedures into NCLB accountability plans.
Download or read book Working Smarter to Leave No Child Behind written by Brian M. Stecher and published by RAND Corporation. This book was released on 2003 with total page 66 pages. Available in PDF, EPUB and Kindle. Book excerpt: Accountability based on student test results is the heart of the No Child Left Behind Act, which assumes that schools can solve their problems if given proper incentives and technical assistance, and that parents should have educational alternatives if the schools fail to do so. This paper discusses evidence on accountability systems, describes the act's accountability model and its underlying assumptions, and offers educators specific recommendations for effective operation in an era of accountability.
Download or read book No Child Left Behind Act written by United States Government Accountability Office and published by Createspace Independent Publishing Platform. This book was released on 2017-09-16 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt: The No Child Left Behind Act (NCLBA) requires that states improve academic performance so that all students reach proficiency in reading and mathematics by 2014 and that achievement gaps close among student groups. States set annual proficiency targets using an approach known as a status model, which calculates test scores 1 year at a time. Some states have interest in using growth models that measure changes in test scores over time to determine if schools are meeting proficiency targets. The Chairman of the Committee on Education and the Workforce asked GAO to testify on its recent report on measuring academic growth. Specifically, this testimony discusses (1) how many states are using growth models and for what purposes, (2) how growth models can measure progress toward achieving key NCLBA goals, and (3) what challenges states face in using growth models especially to meet the law's key goals. While growth models may be defined as tracking the same students over time, GAO used a definition that also included tracking the performance of schools and groups of students. In comments on the report, Education
Download or read book A Practitioner s Guide to Growth Models written by Katherine Castellano and published by . This book was released on 2013-03-01 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: A Practitioner's Guide to Growth Models
Download or read book School Accountability written by Williamson M. Evers and published by Hoover Inst Press Publication. This book was released on 2002 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: Scholars from history, economics, political science, and psychology describe the present state of school accountability, how it evolved, how it succeeded and failed, and how it can be improved. They review the history behind the ongoing conflict between educators and policymakers over accountability and testing, describe various accountability schemes, and analyze the costs of accountability. Case studies of three states with strong school systems compare how accountability works in practice. Evers is a research fellow at the Hoover Institution. Annotation (c)2003 Book News, Inc., Portland, OR (booknews.com).
Download or read book The Advantages and Disadvantages of Multiage Classrooms in the Era of NCLB Accountability Education Policy Brief Volume 7 Number 1 Winter 2009 written by Ruiting Song and published by . This book was released on 2009 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt: For a great portion of the history of the American education system, multiage education was the norm in one-room schoolhouses throughout the nation. The current graded, curriculum-centered approach in the U.S. appeared during the mid-nineteenth century with the rapid economic development and massive immigration into the country. Concurrently, some innovators tried to develop child-centered education, which focused on applying a developmentally appropriate practice in a more social and natural learning environment. These efforts led to the current scheme of multiage education, teaching students in a cross-grade group as a whole class and emphasizing individual progress through a developmentally appropriate curriculum. This report discusses benefits/advantages and obstacles/problems of the multiage approach, and models of multiage programs in Kentucky, Michigan, and internationally. Two Policy Perspectives are presented: (1) Primarily Speaking in Kentucky (Joe McCowan); and (2) Multiage in the Era of NCLB (Sandra J. Stone.) Concluding recommendations are offered: (1) High-quality research on the effects of multiage education is needed via a randomized control trial or a quasi-experimental study to validate the existing body of research that generally point to accelerated gains by students in language development, reading, and mathematics; (2) Parent education and teacher preparation are essential; (3) Administrators need to create space for multiage classrooms within the school and to let multiage classrooms exist outside the graded system, optimally as a "school within a school;" and (4) School administrators should consider multiage education as a viable alternative program that should be available to any student who is underserved or not succeeding in the traditional classroom.
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 54 pages. Available in PDF, EPUB and Kindle. Book excerpt: The No Child Left Behind Act (NCLBA) requires that states improve academic performance so that all students reach proficiency in reading and math by 2014 and that achievement gaps close among student groups. States set annual proficiency targets using an approach known as a status model, which calculates test scores 1 year at a time. Some states have interest in using growth models that measure changes in test scores over time to determine if schools are meeting proficiency targets. To determine the extent that growth models were consistent with NCLBA's goals, the U.S. Government Accountability Office (GAO) assessed: (1) the extent that states have used growth models to measure academic achievement; (2) the extent that growth models can measure progress in achieving key NCLBA goals; and (3) the challenges states may face in using growth models to meet adequate yearly progress (AYP) requirements and how the Department of Education (Education) is assisting the states. To obtain this information, a national survey and site visits to 4 states was conducted. While growth models are typically defined as tracking the same students over time, GAO used a definition that also included tracking schools and groups of students. In comments, Education said that this definition could be confusing. GAO used this definition of growth to reflect the variety of approaches states were taking. Appended are: (1) Scope and Methodology; (2) Selected Data from GAO's Survey of States' Use or Consideration of Growth Models; (3) Comments from the Department of Education; and (4) GAO Contract and Staff Acknowledgments. (Contains 8 tables and 11 figures.) [This document was produced by the U.S. Government Accountability Office.].
Download or read book A Practical Guide to Building Professional Competencies in School Psychology written by Timothy M. Lionetti and published by Springer Science & Business Media. This book was released on 2010-10-28 with total page 278 pages. Available in PDF, EPUB and Kindle. Book excerpt: Designed as a research-based yet matter-of-fact guide for beginning and future scientist-practitioners, A Practical Guide to Building Professional Competencies in School Psychology skillfully augments the reader’s training, supervision, and experience by providing a framework for honing essential skills in the field. This reader-friendly, evidence-based text encourages the continuing development of expertise in communication and collaborative skills, diversity awareness, technical knowledge, and other domains critical to building and maintaining an ethical, meaningful practice. Each chapter in this must-have volume examines a core area of expertise in depth, and provides checklists (linked to competencies set out in NASP’s Blueprint III) and the Development and Enhancement of Competencies Assessment Form are included to enable readers to gain a more complete understanding of their professional strengths and needs. The skill sets covered include: Developing cross-cultural competencies. Evaluating students with emotional and behavioral problems. Assessing student skills using a variety of approaches. Preventing and intervening in crisis situations. Consulting with families, colleagues, and the community. Facilitating mental health services in the school setting. A Practical Guide to Building Professional Competencies in School Psychology provides an invaluable set of professional development tools for new practitioners and graduate students in school psychology.
