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This is presentation serves as an introduction to the No Child Left Behind policy. It was created for my Honors Public Policy class at the State University of New York at Albany.
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This is presentation serves as an introduction to the No Child Left Behind policy. It was created for my Honors Public Policy class at the State University of New York at Albany.
Introduction to the No Child Left Behind Policy
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Research paper for: What is the No Child Left behind Act? Define this act and describe its original intentions. Has it been successful overall in regards to helping students, teachers, and schools? Why or why not? · I have attached the five scholarly sources. · Please provide well-researched evidence to support each claim. · Write a paper that is approximately five pages of content based on the references · five pages of body text at least 1,500 words · Format the paper according to APA · Must begin with an introductory paragraph that has a succinct thesis statement. · Must address the topic of the paper with critical thought, well-supported claims, and properly cited evidence. · Must end with a conclusion that reaffirms your thesis. The Final Research Paper will be assessed on the following components: · Structure · Development · Style · Grammar · APA formatting · Resources I need an outline of the paper, start with an outline helping you structure the essay. I have attached an outline guide for you to structure the paper. Fill out the outline and then write the paper from there but separate the outline to be by itself. Recap: Please write 5 pages of content on the research paper: What is the No Child Left Behind Act? Please address this information in the paper: Define this act and describe its original intentions. Has it been successful overall in regards to helping students, teachers, and schools? Why or why not? First complete the outline based on the research material attached and then complete the paper based on the outline. I have already attached the references page below please cite these references correctly within the paper. Reference: Conley, M. W., & Hinchman, K. A. (2004). No Child Left Behind: what it means for U.S. adolescents and what we can do about it: the No Child Left Behind Act promises all students a better chance to learn, but does that promise include adolescents?. Journal Of Adolescent & Adult Literacy, (1), 42. Hewitt, D. T. (2011). Reauthorize, Revise, and Remember: Refocusing the No Child Left Behind Act To Fulfill Brown's Promise. Yale Law & Policy Review, 30169. Hyun, E. (2003). What Does the No Child Left Behind Act Mean to Early Childhood Teacher Educators?: A Call for a Collective Professional Rejoinder. Early Childhood Education Journal, 31(2), 119-125. Mathis, W. J. (2004). No Child Left Behind Act: What Will It Cost States?. Spectrum: Journal Of State Government, 77(2), 8-14. Pederson, P. V. (2007). What Is Measured Is Treasured: The Impact of the No Child Left behind Act on Nonassessed Subjects. The Clearing House, (6). 287. I. IntroductionA. Thesis Statement II. Body paragraph #1 - Topic Sentence #1 A. Supporting Evidence B. Explanation C. So What? III. Body paragraph #2 - Topic Sentence #2 A. Supporting Evidence B. Explanation C. So What? IV. Body paragraph #3 - Topic Sentence #3 A. Supporting Evidence B. Explanation C. So What? V. Conclusion A. Thesis Statement rephrased Early C ...
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Education BLS 2013 Education Sources National Assessment of Educational Progress (NAEP) “Nation’s Report Card” Census Educational Attainment Public School System Finances Issues in Education High School Completion (# of graduates/# of students) Who represents “graduates”? Equivalency exam? > 4 years? Modified study? Who represents “students”? Those that started HS 4 years prior? Size of senior class? What is the study for? Diploma count? Workforce qualification? School performance? Beginning 2010/11 school year, No Child Left Behind legislation improved consistency across states by requiring graduation rates be reported as: (# of students who graduate in four years with a HS diploma/ # of students who entered school 4 years prior). Graduation Rates High school graduation rates have increased since the 1960 across all races. Cross-Country Comparison Math Scores The mathematics achievement scores of eighth grade American students lag behind those of many other countries. Canada Australia Germany South Korea Belgium Poland Average 8th Grade Mathematics Achievement Score: 2009 Ireland Netherlands U.K. Japan 529 527 520 538 507 508 U.S. 502 508 522 514 539 Hungary 503 4 Subject Matter Proficiency National Assessment of Student Progress (NAEP) Assessing Progress U.S. has not been in the top scoring countries on any major assessment since the early 1990s However: The U.S. has diverse student body each with unique challenges. U.S. students typically progress to higher levels of education, skewing average scores down. Concerns with improvement Grade inflation and teaching to the test. Assessments may not adequately measure creativity, social responsibility, professionalism, and friendliness (characteristics often inversely correlated with subject matter achievement). Education SAT Scores Still falling, why? Simpsons Paradox: a relationship that appears in aggregated data disappears or reverses when broken into subgroups. A greater proportion of lower-scoring, mostly lower-income groups, have been taking the SAT. Graduation Rates High school graduation rates have increased since the 1940s. Spending Per Student Real spending per pupil in the U.S. has more than doubled since the mid-70s Current expenditures, interest payments, and capital outlays per student in fall enrollment in public elementary and secondary schools, by type of expenditure: Selected years, 2000–01 through 2014–15 Spending Per Student National Center for Educational Statistics Cross-Country Comparison of Spending Per Student 10 Student-Teacher Ratios Cautions Against Quick Conclusions Greater Spending, Less Results? Non-instructional spending (e.g. janitors, secretaries, administration). Instructional spending declined from 70% in 1960 to less than 50% by 2010. Special education spending (13% of students qualified in 2011). Smaller Classes, No Impact? Special e ...
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Running Header: ENGLISH ENGLISH 2 Week 10 English Student’s Name: Institutional Affiliation: PART ONE: A Problem Exists The No Child Left Behind Act was established in the year 2001 and is considered to be the most recent iteration of the Elementary and Secondary Education Act of 1965, also referred to as ESEA (Hayes, 2008). This particular policy was passed on in the course of President Johnson’s administration as part of the war on poverty program. The main motivation of the law was to establish equity between schools serving low income families and those serving high income families through the provision of funds to schools that serve the former (Hanushek & Rivkin, 2012). The No Child Left Behind policy tends to cover a number of federal education programs where the law’s requirements for accountability, school improvement as well as testing are a priority. Those schools that fail to make adequate annual progress for two or more consecutive years are usually identified for school improvement and are therefore required to draft a school improvement plan in addition to committing at least 10% of federal funds to teacher professional development (Peterson & West, 2003). The NCLB expects all teachers to be highly qualified in that they must be fully certified by the state as well as possess a license to teach in the given state. States, on the other hand, are required to take up steps in ensuring that low income as well as minority students, are not taught by educators who are not highly qualified at higher rates as compared to non-minority and high income students (Erin & Rotherham, 2009). Despite the fact that there are a number of issues that exist with No Child Left Behind (NCLB) policy it should be noted that this policy came about as a result of the need to improve student education which has in the recent past appeared to be highly imbalanced. Recent studies have revealed that school districts which serve low income families are continuously receiving less funding from the federal government as compared to those that tend to serve high income districts (Hayes, 2008). Nonetheless, the initial goals of the Elementary and Secondary Education Act remain the same even though the law has been amended a number of times with the NCLB being the 7th Amendment (Hanushek & Rivkin, 2012). In addition, school districts which serve low income communities are still lagging behind those which serve high income families. Ever since the No Child Left Behind policy was enacted in 2002, it has so far had a huge impact on United States public school classrooms. It has also affected what students are taught, the training of their teachers, the tests students take as well as the way funds are distributed on education (Peterson & West, 2003). The rationale behind having standardized tests within states is considered to be quite reasonable. This is because by having such tests, all stakeholders can be able to have a clearer understanding of how each .
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No child left behind act ppt.
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