The document discusses different approaches schools take to meet Annual Yearly Progress (AYP) standards under the No Child Left Behind Act. It examines three approaches states use to map progress trajectories: backloaded, incremental, and blended. It argues incremental trajectories, which steadily increase standards each year, are most effective. It also discusses separating special education students into subgroups for assessment and focusing instruction on mid-performing students to raise test scores. However, it concludes these approaches have drawbacks and schools should focus on ensuring all students learn meaningful knowledge and make progress each year.
The No Child Left Behind (NCLB) policy aimed to improve education by requiring annual student testing, teacher quality standards, and school accountability. However, it has not fully addressed racial disparities. Test scores and graduation rates remain lower for minority students, and high-minority schools are still more likely to have underqualified teachers. While NCLB increased standards, it has not yet achieved equal educational opportunities for all students.
The document discusses criticisms of the No Child Left Behind Act and standardized testing in education. It summarizes the key aspects of NCLB, such as increased standardized testing requirements and school accountability. It then provides perspectives from a teacher who argues that NCLB leads to an over-emphasis on testing at the expense of critical thinking skills. The document concludes by stating that NCLB has good intentions but flawed testing methods that place too much pressure on students and teachers.
5 main points of the No Child Left Behind Act in bullet form. It does not expand into detail. It includes two graphs showing how education in mathematics and reading is doing.
The document discusses the No Child Left Behind Act and its goal of improving education for disadvantaged students through measures like annual testing and accountability, but argues that it ultimately failed to address the real issues in education like unequal funding. While the intent was good, critics say it focused too much on standardized tests and hurt schools more than it helped students reach their full potential.
The No Child Left Behind Act aimed to improve student achievement and reform schools. It established higher standards for student testing, school accountability, and teacher qualifications. Schools that did not meet standards faced penalties such as restructuring of staff and curriculum. Supporters argued it created higher standards and informed parents, while critics noted challenges for rural schools with less funding and increased burdens for teachers adopting new methods.
Education Policy- No Child Left Behind and the Every Student Succeeds ActLiam Gallagher
This document provides an overview of two major pieces of US education legislation: No Child Left Behind (NCLB) and the Every Student Succeeds Act (ESSA). It discusses the historical context around the federal role in education and the motivation behind these bills. NCLB aimed to improve education quality and close achievement gaps through increased testing and accountability. While testing was controversial, proponents argued it was necessary to assess progress. ESSA later revised NCLB by reducing the federal role and allowing more state/local control over standards and accountability.
The No Child Left Behind Act (NCLB) aims to improve education by holding teachers accountable, empowering parents, and ensuring all students achieve academic standards. It requires teachers to be highly qualified and uses testing to monitor student progress and teacher performance. Supporters believe NCLB benefits students and communities by providing oversight of schools and allowing progress tracking. However, critics argue it has increased academic competitiveness and raised graduation requirements to an unreasonably difficult level. The act also demands teachers use data from student assessments to inform instructional decisions and continuously evaluate and modify their teaching methods to address learning needs.
This document outlines two education policy issues raised by the report A Nation At Risk for debate. The first issue is whether the school year should be lengthened from the current average of 175-180 days, as recommended by the report. The second issue is whether a standard high school curriculum should be adopted nationwide, as the report called for increased rigor in high school courses. Key actors in debating these issues in New Jersey are identified as the New Jersey State Board of Education and the New Jersey School Boards Association. Potential policy alternatives and evaluation criteria are also discussed.
The No Child Left Behind (NCLB) policy aimed to improve education by requiring annual student testing, teacher quality standards, and school accountability. However, it has not fully addressed racial disparities. Test scores and graduation rates remain lower for minority students, and high-minority schools are still more likely to have underqualified teachers. While NCLB increased standards, it has not yet achieved equal educational opportunities for all students.
The document discusses criticisms of the No Child Left Behind Act and standardized testing in education. It summarizes the key aspects of NCLB, such as increased standardized testing requirements and school accountability. It then provides perspectives from a teacher who argues that NCLB leads to an over-emphasis on testing at the expense of critical thinking skills. The document concludes by stating that NCLB has good intentions but flawed testing methods that place too much pressure on students and teachers.
5 main points of the No Child Left Behind Act in bullet form. It does not expand into detail. It includes two graphs showing how education in mathematics and reading is doing.
The document discusses the No Child Left Behind Act and its goal of improving education for disadvantaged students through measures like annual testing and accountability, but argues that it ultimately failed to address the real issues in education like unequal funding. While the intent was good, critics say it focused too much on standardized tests and hurt schools more than it helped students reach their full potential.
The No Child Left Behind Act aimed to improve student achievement and reform schools. It established higher standards for student testing, school accountability, and teacher qualifications. Schools that did not meet standards faced penalties such as restructuring of staff and curriculum. Supporters argued it created higher standards and informed parents, while critics noted challenges for rural schools with less funding and increased burdens for teachers adopting new methods.
Education Policy- No Child Left Behind and the Every Student Succeeds ActLiam Gallagher
This document provides an overview of two major pieces of US education legislation: No Child Left Behind (NCLB) and the Every Student Succeeds Act (ESSA). It discusses the historical context around the federal role in education and the motivation behind these bills. NCLB aimed to improve education quality and close achievement gaps through increased testing and accountability. While testing was controversial, proponents argued it was necessary to assess progress. ESSA later revised NCLB by reducing the federal role and allowing more state/local control over standards and accountability.
The No Child Left Behind Act (NCLB) aims to improve education by holding teachers accountable, empowering parents, and ensuring all students achieve academic standards. It requires teachers to be highly qualified and uses testing to monitor student progress and teacher performance. Supporters believe NCLB benefits students and communities by providing oversight of schools and allowing progress tracking. However, critics argue it has increased academic competitiveness and raised graduation requirements to an unreasonably difficult level. The act also demands teachers use data from student assessments to inform instructional decisions and continuously evaluate and modify their teaching methods to address learning needs.
This document outlines two education policy issues raised by the report A Nation At Risk for debate. The first issue is whether the school year should be lengthened from the current average of 175-180 days, as recommended by the report. The second issue is whether a standard high school curriculum should be adopted nationwide, as the report called for increased rigor in high school courses. Key actors in debating these issues in New Jersey are identified as the New Jersey State Board of Education and the New Jersey School Boards Association. Potential policy alternatives and evaluation criteria are also discussed.
The document discusses the benefits of year-round education (YRE) based on research. It notes that California, Hawaii, and Texas have the most schools that use YRE. YRE can be cost effective by increasing school capacity and reducing expenses for things like summer school and childcare. However, research on the benefits of YRE is limited and sometimes inconclusive due to political and financial factors. Overall, potential benefits of YRE include increased learning retention for students, reduced teacher burnout, and cost savings for school districts. More comprehensive and well-funded research is still needed to fully understand the impacts of YRE.
Understanding Socio-Economic Disadvantage and its impact on student learning,...misshampson
Talking about a socio-economic disadvantage, equity, cultural competency, and programs that serve students in disadvantaged areas. Some tips and ideas for how to work with students effectively, and ways to adapt your practice.
The document provides an overview of World Vision Zambia's education strategy from 2013-2015. The key points are:
1) The strategy aims to improve child learning outcomes, increase access to primary education, improve functional reading levels, and ensure adolescents are ready for economic opportunities.
2) It will focus on the most disadvantaged groups like girls, children with disabilities, orphans and those in rural areas to promote equitable access.
3) Interventions will include strengthening school management, empowering communities, exploring ICT, and partnering with the government and other organizations to enhance quality of education.
4) The strategy is aligned with Zambia's national education goals and aims to address ongoing challenges
The document discusses setting new goals for education beyond 2015 that focus on quality rather than just access. It argues that simply enrolling children in school is not enough if the education lacks quality. The new proposed goals from the Global Campaign for Education emphasize ensuring children have access to pre-primary education, trained teachers, and developing key skills like literacy and problem-solving to truly achieve education for all. These goals identify specific inputs needed like student-teacher ratios and textbook availability to measure meaningful progress toward quality education.
The No Child Left Behind Act was established from 2001-2002 under President George W. Bush. It was proposed in January 2001, passed the House of Representatives in May 2001, passed the Senate in June 2001, and was signed into law by President Bush in January 2002. The Act was based on the Elementary and Secondary Education Act of 1965 and supports standards-based education reforms through standardized testing to improve education outcomes.
A comparative study of public versus private primary schools,Alexander Decker
This document compares the performance of public and private primary schools in rural areas of Azad Jammu & Kashmir (Pakistan Occupied Kashmir). It finds that private schools generally perform better than public schools across various measures of performance, except for a few measures. Both public and private schools still lack adequate human and material resources to provide a quality education. The document reviews several other studies that have also found private schools tend to outperform public schools on factors like school facilities, teacher absenteeism, school administration, and teacher job satisfaction. However, both public and private schools in the region face challenges in ensuring a high standard of education.
This is a PPT regrading school readiness programme. Early childhood education is very important stage of education. The meaning, importance and policy provisions were discussed in the PPT.
The document summarizes key points from three articles that are critical of the No Child Left Behind Act. The first article discusses how supplemental tutoring programs required by NCLB are ineffective due to low enrollment and a lack of oversight. The second article argues that NCLB harms elementary students by reducing recess, not challenging gifted students, and inappropriately testing disabled students. The third article identifies seven "sins" of NCLB, including an overreliance on standardized testing and a failure to help impoverished children. The document concludes that NCLB needs reform or replacement to address these issues.
Preschool programs have been shown to provide multiple academic and behavioral benefits to young children. Head Start was created in 1965 to provide early education and support services to low-income families. Since then, preschool enrollment has increased significantly due to factors like increased maternal employment and research demonstrating the importance of early childhood experiences. Studies have found that preschool helps improve children's language, literacy, and math skills while also making them less likely to commit crimes later in life. Providing quality preschool programs can help shape children into successful students and productive members of society.
This document summarizes a study on parental participation in student homework in Kenya. The study found that although parents were willing to be involved, many socioeconomic factors hindered their participation, including illiteracy and low income. Homework was often incomplete or not done at all, and students were punished as a result. The lack of a clear homework policy in Kenya contributed to these issues. The study concluded that developing an inclusive homework policy that considers socioeconomic and cultural factors could help address these problems and improve student learning outcomes.
Schools contribute to unhealthy behaviors in adolescents in three main ways: (1) they do not provide enough physical activity through physical education and recess, (2) they do not emphasize enough importance of sleep through early start times and increased homework, and (3) they promote unhealthy eating through use of technology in lessons which increases calorie and unhealthy food intake. Research shows improving physical activity in schools can positively impact cognitive performance and academic achievement.
The document discusses ways to enhance the quality of primary education in India. It notes that additional teaching resources could help build a more effective remedial learning system and reduce class sizes. Private school enrollment is increasing due to fiscal constraints facing public schools. The document also describes a successful primary education enhancement project in Maharashtra that improved school participation, retention, and quality, with outcomes like reduced dropout rates.
The document summarizes key issues with primary education in India based on various reports and studies. It finds that the quality of primary education is declining, with only 30% of students able to read at a standard 1 level in 2012 compared to 50% in 2008. Math skills are also falling. Private school enrollment is rising, with over 60% private enrollment in some states like Kerala. The document concludes more attention is needed to improve learning outcomes and identifies declining achievement levels as grades increase as a major issue. Recommendations include developing local strategies to optimize learning outcomes rather than just increasing access to schools.
School Readiness at Bright Horizons: What does it mean?Sarah Montague
The document summarizes the results of a survey conducted by Bright Horizons that assessed the views of parents and teachers on the academic preparedness of children who graduated from their early childhood program. The survey found that 97% of Bright Horizons parents and 97% of elementary school teachers believed the program played a critical role in preparing children for the demands of elementary school. Additionally, 97% of Bright Horizons parents felt their children entered school prepared and ready to meet kindergarten or first grade expectations.
Essay on school family partnerships bid4papersBid4Papers
This document discusses principles of partnerships between schools and families to assist students, especially those with disabilities, in achieving academic excellence. The key principles discussed include communication, learning commitments, equality, respect, advocacy, professional competence, trust, and promoting access to learning materials. Effective communication and commitments from both schools and families are emphasized as being vital to build trust and support students' development and growth.
Introduction to the No Child Left Behind Policyjessamynamy
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.
Educating the whole child is important to prepare students for the 21st century. A narrow focus only on core academics is not enough. Students need to be healthy, safe, engaged, supported, and challenged to learn. This involves considering students' physical, social, emotional, and academic needs. When these components work together in an integrated way, students are better able to succeed in school and beyond.
Financing ECEC - An International PerspectiveEduSkills OECD
The document discusses financing for early childhood care and education (ECCE) from an international perspective. It notes that ECCE is the first of the six Education for All goals agreed upon in 2000, expanding access to comprehensive ECCE programs, especially for vulnerable children. While ECCE participation is improving, pre-primary education remains underfunded in many countries, receiving only a small percentage of total education spending on average. More investment in pre-primary is needed to further increase participation. ECCE is funded through various public and private sources internationally, but still suffers from neglect by donors. Innovative financing mechanisms that some countries have implemented include earmarking taxes and establishing national funds to expand ECCE budgets and access.
This document provides a summary of developments in the telecommunications industry in the Middle East and Africa from the summer 2012 issue of Comm. magazine.
The key developments discussed include:
1) Zain Group reported flat revenues and net income for the first half of 2012 despite adding 1.8 million new subscribers.
2) Qtel blamed foreign exchange losses for an 11.8% drop in first half net profit despite an 8% increase in EBITDA.
3) Etisalat's CEO indicated the UAE may amend laws to allow foreign ownership of Etisalat shares.
4) Qtel offered to acquire the remaining 47.5% stake in Wataniya Telecom it does
Catálogo V Edición Festival Internacional Ópera Prima en CortoAna Cabello Padilla
Catálogo dossier de la quinta edición del Festival celebrado en Granada del 2014, con un resumen de la programación, fichas técnicas de cada uno de los cortometrajes proyectados en cada sección.
También incluye carta presentación, miembros del Jurado, equipo técnico, premios, talleres, másters class, etc.
The document discusses the benefits of year-round education (YRE) based on research. It notes that California, Hawaii, and Texas have the most schools that use YRE. YRE can be cost effective by increasing school capacity and reducing expenses for things like summer school and childcare. However, research on the benefits of YRE is limited and sometimes inconclusive due to political and financial factors. Overall, potential benefits of YRE include increased learning retention for students, reduced teacher burnout, and cost savings for school districts. More comprehensive and well-funded research is still needed to fully understand the impacts of YRE.
Understanding Socio-Economic Disadvantage and its impact on student learning,...misshampson
Talking about a socio-economic disadvantage, equity, cultural competency, and programs that serve students in disadvantaged areas. Some tips and ideas for how to work with students effectively, and ways to adapt your practice.
The document provides an overview of World Vision Zambia's education strategy from 2013-2015. The key points are:
1) The strategy aims to improve child learning outcomes, increase access to primary education, improve functional reading levels, and ensure adolescents are ready for economic opportunities.
2) It will focus on the most disadvantaged groups like girls, children with disabilities, orphans and those in rural areas to promote equitable access.
3) Interventions will include strengthening school management, empowering communities, exploring ICT, and partnering with the government and other organizations to enhance quality of education.
4) The strategy is aligned with Zambia's national education goals and aims to address ongoing challenges
The document discusses setting new goals for education beyond 2015 that focus on quality rather than just access. It argues that simply enrolling children in school is not enough if the education lacks quality. The new proposed goals from the Global Campaign for Education emphasize ensuring children have access to pre-primary education, trained teachers, and developing key skills like literacy and problem-solving to truly achieve education for all. These goals identify specific inputs needed like student-teacher ratios and textbook availability to measure meaningful progress toward quality education.
The No Child Left Behind Act was established from 2001-2002 under President George W. Bush. It was proposed in January 2001, passed the House of Representatives in May 2001, passed the Senate in June 2001, and was signed into law by President Bush in January 2002. The Act was based on the Elementary and Secondary Education Act of 1965 and supports standards-based education reforms through standardized testing to improve education outcomes.
A comparative study of public versus private primary schools,Alexander Decker
This document compares the performance of public and private primary schools in rural areas of Azad Jammu & Kashmir (Pakistan Occupied Kashmir). It finds that private schools generally perform better than public schools across various measures of performance, except for a few measures. Both public and private schools still lack adequate human and material resources to provide a quality education. The document reviews several other studies that have also found private schools tend to outperform public schools on factors like school facilities, teacher absenteeism, school administration, and teacher job satisfaction. However, both public and private schools in the region face challenges in ensuring a high standard of education.
This is a PPT regrading school readiness programme. Early childhood education is very important stage of education. The meaning, importance and policy provisions were discussed in the PPT.
The document summarizes key points from three articles that are critical of the No Child Left Behind Act. The first article discusses how supplemental tutoring programs required by NCLB are ineffective due to low enrollment and a lack of oversight. The second article argues that NCLB harms elementary students by reducing recess, not challenging gifted students, and inappropriately testing disabled students. The third article identifies seven "sins" of NCLB, including an overreliance on standardized testing and a failure to help impoverished children. The document concludes that NCLB needs reform or replacement to address these issues.
Preschool programs have been shown to provide multiple academic and behavioral benefits to young children. Head Start was created in 1965 to provide early education and support services to low-income families. Since then, preschool enrollment has increased significantly due to factors like increased maternal employment and research demonstrating the importance of early childhood experiences. Studies have found that preschool helps improve children's language, literacy, and math skills while also making them less likely to commit crimes later in life. Providing quality preschool programs can help shape children into successful students and productive members of society.
This document summarizes a study on parental participation in student homework in Kenya. The study found that although parents were willing to be involved, many socioeconomic factors hindered their participation, including illiteracy and low income. Homework was often incomplete or not done at all, and students were punished as a result. The lack of a clear homework policy in Kenya contributed to these issues. The study concluded that developing an inclusive homework policy that considers socioeconomic and cultural factors could help address these problems and improve student learning outcomes.
Schools contribute to unhealthy behaviors in adolescents in three main ways: (1) they do not provide enough physical activity through physical education and recess, (2) they do not emphasize enough importance of sleep through early start times and increased homework, and (3) they promote unhealthy eating through use of technology in lessons which increases calorie and unhealthy food intake. Research shows improving physical activity in schools can positively impact cognitive performance and academic achievement.
The document discusses ways to enhance the quality of primary education in India. It notes that additional teaching resources could help build a more effective remedial learning system and reduce class sizes. Private school enrollment is increasing due to fiscal constraints facing public schools. The document also describes a successful primary education enhancement project in Maharashtra that improved school participation, retention, and quality, with outcomes like reduced dropout rates.
The document summarizes key issues with primary education in India based on various reports and studies. It finds that the quality of primary education is declining, with only 30% of students able to read at a standard 1 level in 2012 compared to 50% in 2008. Math skills are also falling. Private school enrollment is rising, with over 60% private enrollment in some states like Kerala. The document concludes more attention is needed to improve learning outcomes and identifies declining achievement levels as grades increase as a major issue. Recommendations include developing local strategies to optimize learning outcomes rather than just increasing access to schools.
School Readiness at Bright Horizons: What does it mean?Sarah Montague
The document summarizes the results of a survey conducted by Bright Horizons that assessed the views of parents and teachers on the academic preparedness of children who graduated from their early childhood program. The survey found that 97% of Bright Horizons parents and 97% of elementary school teachers believed the program played a critical role in preparing children for the demands of elementary school. Additionally, 97% of Bright Horizons parents felt their children entered school prepared and ready to meet kindergarten or first grade expectations.
Essay on school family partnerships bid4papersBid4Papers
This document discusses principles of partnerships between schools and families to assist students, especially those with disabilities, in achieving academic excellence. The key principles discussed include communication, learning commitments, equality, respect, advocacy, professional competence, trust, and promoting access to learning materials. Effective communication and commitments from both schools and families are emphasized as being vital to build trust and support students' development and growth.
Introduction to the No Child Left Behind Policyjessamynamy
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.
Educating the whole child is important to prepare students for the 21st century. A narrow focus only on core academics is not enough. Students need to be healthy, safe, engaged, supported, and challenged to learn. This involves considering students' physical, social, emotional, and academic needs. When these components work together in an integrated way, students are better able to succeed in school and beyond.
Financing ECEC - An International PerspectiveEduSkills OECD
The document discusses financing for early childhood care and education (ECCE) from an international perspective. It notes that ECCE is the first of the six Education for All goals agreed upon in 2000, expanding access to comprehensive ECCE programs, especially for vulnerable children. While ECCE participation is improving, pre-primary education remains underfunded in many countries, receiving only a small percentage of total education spending on average. More investment in pre-primary is needed to further increase participation. ECCE is funded through various public and private sources internationally, but still suffers from neglect by donors. Innovative financing mechanisms that some countries have implemented include earmarking taxes and establishing national funds to expand ECCE budgets and access.
This document provides a summary of developments in the telecommunications industry in the Middle East and Africa from the summer 2012 issue of Comm. magazine.
The key developments discussed include:
1) Zain Group reported flat revenues and net income for the first half of 2012 despite adding 1.8 million new subscribers.
2) Qtel blamed foreign exchange losses for an 11.8% drop in first half net profit despite an 8% increase in EBITDA.
3) Etisalat's CEO indicated the UAE may amend laws to allow foreign ownership of Etisalat shares.
4) Qtel offered to acquire the remaining 47.5% stake in Wataniya Telecom it does
Catálogo V Edición Festival Internacional Ópera Prima en CortoAna Cabello Padilla
Catálogo dossier de la quinta edición del Festival celebrado en Granada del 2014, con un resumen de la programación, fichas técnicas de cada uno de los cortometrajes proyectados en cada sección.
También incluye carta presentación, miembros del Jurado, equipo técnico, premios, talleres, másters class, etc.
Otago Hui 2014 “Championing Collaborators and Interdisciplinary Innovations” PhysiotherapyNZ
Two of our kaitiaki - Lynda Kirkman and Kate Haswell attended the 2013 Otago Hui. They gave a presentation about how Tae Ora Tinana and some of the kaitiaki that are participating in inter-collaborative practice.
Northern Dimension Information System 2010 goes onlineENPI Info Centre
The Northern Dimension policy is a unique regional initiative bringing together the EU, Norway, Iceland and Russia. It addresses environmental challenges and promotes economic cooperation and people-to-people contacts in the European North. It covers a broad geographic area, from the European Arctic and Sub-Arctic to the southern shores of the Baltic Sea, countries in the vicinity and from north-west Russia in the east, to Iceland and Greenland in the west.
IT&Travel Amadeus - to shape the future of travel!Olga Grytsenko
Amadeus is a global technology company dedicated to the travel industry. It has over 11,000 employees worldwide and provides solutions that help travel agencies, airlines, hotels, and other travel providers improve their business performance. Amadeus' solutions connect different parts of the travel industry and facilitate journeys for hundreds of millions of travelers each year. The document discusses key technology trends in travel including personalization using customer data, the growth of online and mobile booking, the rise of social media, and travel providers taking a more engaged, door-to-door approach to customer service.
Brown, sidney is the high school principal the single agent of dropout preven...William Kritsonis
This study analyzed dropout rate data from two urban high schools in North Alabama between 1990-2007 and compared it to changes in school leadership over time. The results showed:
1) High School A saw a decline in enrollment and increases in dropout rates after changes in principalship.
2) High School I saw a significant decline in dropout rates after a change in principal, from 18.45% to 3%.
3) While principals can significantly impact dropout and graduation rates, the data suggests teachers and parents have an even greater impact, around 70%, implying the principal alone cannot be solely responsible for dropout prevention.
Huff, patrick the fight against common core schooling v 5 n1 2014William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
project love department of education - edited1.pptxrudneybarlomento1
This document outlines a program called "Project LOVE" which aims to reduce dropout rates in Puerto Bello National High School. It does this through strengthening school linkages and governance between teachers, students, and stakeholders. The program will train teachers and promote school banner projects created in collaboration with education stakeholders to address issues unique to each school. It outlines objectives, activities, targets, and an evaluation plan to monitor outcomes such as increased literacy rates and cohort survival rates. The theoretical framework is based on guided participation theory to provide scaffolding from experts to support student development.
Early childhood education (ECE) is focused on nurturing child development and keeping up with latest trends. Research shows ECE can have lasting impacts but many teachers lack skills in key areas like phonics instruction. Experts recommend increasing emphasis on systematic phonics and incorporating nature into lessons to provide conducive learning environments. Assessing student learning is also important to identify academic progress and receive additional funding to support disadvantaged children.
Brown, sidney is the high school principal the single agent of dropout preven...William Kritsonis
This study analyzed dropout rate data from two inner-city high schools in North Alabama between 1990 and 2007 to determine if a change in school leadership affected dropout rates. The analysis found that both schools saw a significant difference in dropout rates after experiencing a change in principal. Specifically, one school's dropout rate declined from 31.74% to 21.38% after two changes in leadership over four years. The other school saw its dropout rate drop from 18.45% to 3% following a change in principal. The results suggest that while the principal is not the sole agent for dropout prevention, the principal does have a significant impact, estimated to be around 30%, on dropout and graduation rates.
Title I is a federal funding program intended to help students who are falling behind academically or who are at risk of not meeting academic standards. Funds are allocated based on the number of students eligible for free or reduced lunch. Schools can use Title I funds to hire teachers, purchase materials, support parental involvement activities, and fund professional development programs.
The Elementary and Secondary Education Act of 1965 aimed to provide equal access to education for all students. It has been reauthorized several times, most recently as the No Child Left Behind Act in 2001. North Carolina received a waiver from some NCLB requirements in 2012 in order to increase flexibility and accountability at the state and local levels. Schools are now measured based on whether student
This document summarizes the key topics discussed in a school reform project analyzing critical issues in education, including the achievement gap, accountability, standardized testing, and the No Child Left Behind Act. It discusses the pros and cons of these topics from the perspectives of teachers, students, and society. It also provides an individual teacher's perspective on the impacts and their plan for enacting positive changes in their school.
This document outlines an action research plan to improve school attendance rates at a high school. It discusses establishing an attendance team to identify students with high unexcused absence rates and intervene early through parent contact and education about attendance policies. The goal is to improve learning and graduation rates by reducing truancy. Background information provides the state attendance requirements and the school's current procedures for handling truant students. The methodology section describes dividing the attendance team into grade-level groups to contact parents of at-risk students by phone and letter about their child's absences.
The document discusses the high-stakes testing movement in schools and its consequences. It begins by outlining the sources of stress on educators, students, and entire communities caused by high-stakes testing requirements. Administrators and teachers feel pressure to improve test scores to avoid sanctions. Students experience stress to avoid disappointing parents or losing scholarships. Entire communities can feel a sense of failure when local schools do not meet testing goals. The document then examines some of the marginally ethical practices some schools have used to improve scores, before providing strategies that are both effective and ethical for improving student achievement.
Promising Practices in Transitions Programming:
-Academic Considerations
-Developmental Considerations
-Systemic and Institutional Considerations
-Promising Practices within a Social Justice Framework
The american no child left behind act implications for the nigerian school sy...Alexander Decker
The document summarizes research on the implications of the No Child Left Behind Act (NCLB) for American and Nigerian school systems. Key points include:
- NCLB expanded standardized testing in the US and held schools accountable for student progress. However, some argue it reduced teacher autonomy and led to "teaching to the test."
- Implementation has been difficult for schools with disadvantaged student populations, like those in high-poverty areas, with English learners, or in rural settings. It has negatively impacted special education services.
- Nigeria established Universal Basic Education to provide free, compulsory education for all, but implementation challenges include inadequate teacher training and recruitment to ensure instructional quality.
The study aimed to understand the problems facing out-of-school youth in Matnog, Sorsogon. It involved surveying 30 out-of-school youth using a questionnaire. The findings showed that 18 respondents attained secondary education, 6 were employed, and 4 attained tertiary education. The highest cost of education was reported as the major factor for respondents dropping out of school, followed by lack of regular transportation. Most respondents expressed willingness to continue their studies through the Department of Education's Alternative Learning System program. The study provides insight into how to help address the needs of out-of-school youth through education programs.
Michael, There are two major flaws here, the first being that yourDioneWang844
Michael, There are two major flaws here, the first being that your survey is both a quantitative survey and a qualitative questionnaire. You must stick with the quantitative survey as this is a mixed-methods study, therefore, you need an entire approach to be quantitative, which the survey is fully there. Please re-phrase those questions and provide participants with Likert choices. Second, you must provide a citation in all question explanations. The Focus-Group questions need citations AND the procedures for that approach need to be fully explained. Please make sure you do this for both aspects prior to submitting your paper in EDUC887. God bless, Dr. Van Dam
1
Recommendations for Solving Low Rates of College Readiness at James Monroe
High School, West Virginia
Michael Whitener
School of Education, Liberty University
In partial fulfillment of EDUC 880
Author Note:
Michael Whitener
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Michael Whitener
Email: [email protected]
Chapter 1: Introduction
Overview
The purpose of this study was to provide Recommendations for Solving Low Rates of College Readiness at James Monroe High School, West Virginia. The problem was that 28% of the low-income and underserved students were ready for college compared to an 84% overall college readiness rate (Vogel & Heidrich, 2020). This chapter of the report presents the Organizational Profile, an Introduction to the Problem, the Significance of the Research, the Purpose Statement, the Central Research Question, and the Definitions for this research. Comment by Van Dam, Drew (Doctor of Education): APA errors - capitalization
Organizational Profile
The education site for this study was James Monroe High School in West Virginia. Its mission is to educate its student population with a rigorous, multifaceted curriculum that empowers students to express personal histories, build meaningful connections to the outside world, and become lifelong learners. Its vision is to motivate every student to achieve academic and personal success through a dynamic academic program, personalized relationships, and meaningful connections to the outside world. The school is in Monroe County and serves students from various backgrounds (white, black, low-income). It has 524 students from the 9th to 12th grade, ranking it the 76th in West Virginia and 10416th nationally (James Monroe high school, n.d).
Introduction to the problem
The problem at the school was that 28% of the low-income and underserved students were ready for college compared to an 84% overall college readiness rate (Vogel & Heidrich, 2020). College readiness indicators at the school include placement tests and GPA, among others. States can establish school-specific standards to measure college readiness rates (Leeds & Mokher, 2019). The total minority enrollment is 3%, and in terms of National Rankings, it is ranked at 9379 according to how we ...
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
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MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...
Jenner English3001
1. Jenner 1
David Jenner
English 3001
Coleman
Writers Profile 3
The Best Way to Meet Annual Yearly Progress
No Child Left Behind was passed in 2001, and it was the single biggest piece of
education legislation passed in the last decade. It is considered to be “one of the most
ambitious pieces of legislation” ever passed through Congress (Vannest 10). It reworked
the standards that every student and teacher will be held to each year, and every school
will be mapped using Annual Yearly Progress, or AYP. According to the legislation, the
goal of AYP is to get every school in the United States to 100% proficiency in reading,
math, and science by the 2013-14 school year. While this is a good goal, it may not be
reachable for every school in the United States. It is up to the teachers teaching in the
school and the administrators to find ways for the school to make the progress each year.
For schools to reach this goal, they have been adopting many new things to assist them in
doing so such as mapping out trajectories for making progress each year, putting
struggling groups into subgroups, and new forms of teaching strategies that will be used
to educate children. Many people in education argue that No Child Left Behind and AYP
are working, but there are others that are certain that it is only a matter of time before
every school is considered failing. The main focus should not be that if a school is failing,
but they should focus on making sure that every child in their school makes the most
progress possible each year.
2. Jenner 2
The goal of No Child Left Behind, according to the legislation, is for every child
to be 100% proficient in reading, math, and science by the 2013-14 school year. Each
school is required to map out exactly how they are going to reach this goal throughout the
years since the legislation was passed. Every state was given the option to choose as to
how they would accomplish this goal and this would be their accountability plan. There
are three major types of ways that each state has chosen are “backload, incremental, and
blended trajectories” (Smyth 3). The first most used way by many states is the “back-
loaded trajectory”. This type of path’s goal is to make minimal gains in the beginning
years and make higher gains as the years get closer to 2014. Twenty-three states
throughout the United States have decided to use this kind of path (Smyth 4). One of the
main reasons that they have decided to use this kind of path is because they wanted a few
years of cushion so that they could implement new testing styles and make sure that they
work. Another type of path that states are using to reach their goal is an incremental
trajectory. This type of path is based on a steady increase over the years to make the goal
of 100% proficiency by 2014 (Smyth). This kind of path makes it easier for states to
make their goals yearly. This type of path is the most logical approach by giving your
school the same goal each year. Once schools get to know how they need to perform each
year, then they will be more likely to reach their goal. The third type of trajectory that
schools are using to reach the goal of 100% is a “blended trajectory” (Smyth 5) This is a
mixture of both the other trajectories and it has no set perimeters for the way that it is put
together. Each year fluctuates to either a smaller or larger gain that year. This school of
thought is that if you follow one of these trajectories to meet AYP than you will be more
likely to reach your goal because you will know what it is you have to reach.
3. Jenner 3
The second school of thought for making AYP is the idea of including Special
Education and other subgroups into the general populations of their typically achieving
peers. One major complaint from schools is that with a large number of children with
disabilities, they will not be able to make annually yearly progress because of their low
test scores. The solution given to schools through the No Child Left Behind legislation is
that they can choose either to include students with special needs in the normal
population, or they can put them into a separate subgroup that will be looked at separately
from the rest of the school (Olson 2). Schools can choose to focus on these students
because they are at greatest risk of not making the progress required for the year. If
schools choose to separate their students with disabilities into a separate subgroup, then
they must include only a certain percentage of that subgroup in with the general
education once that subgroup reaches a certain size. “80 percent of the schools that made
AYP in 2003 and 2004, did so without having to meet standards of proficiency for their
special education students as a separate subgroup” (Olson 1). The larger the minimum
number required by states to count a subgroup as separate varies from state to state. The
reason that a state would choose a high number over a lower number is that the higher the
number the less likely they would have to include the entire group in their accountability.
Schools other choice besides not including a high percentage of children with disabilities
is the full inclusion of students with disabilities. The reason that most schools do not use
this form of inclusion is because it makes it harder for them to reach AYP, therefore they
would choose the easier route to get there.
4. Jenner 4
The third school of thought that schools are using to make AYP are the ways in
which they are teaching their students. Since World War I, schools “have been using
standardized testing instruments to assess performance in K-12 public schools (Smyth
133). This moved our nation into looking at standardized testing as the way of evaluating
how our students are performing in the classroom. One form teachers have adopted to
make AYP is the process of “teaching the test” to their students (Ryan and Weinsten).
The consequence of putting so much emphasis on the performance on tests is putting
pressure on both teachers and students to perform on tests. Because of this pressure,
teachers began teaching their students exactly what is going to be on the test without any
variation and this leaves a lot of important knowledge that students would actually use
out of the curriculum. This leaves a lot to be desired for students while they are in class
and leads to a likelihood that teachers leaving the profession all together (Butzin 768).
Another approach that teachers take when they are trying to make AYP by “teaching the
test” is by focusing on those students closest to reaching a higher level of performance
(Ryan and Weinsten). What this means is that they focus on students in the middle of the
academic curve, and leave out people who are either ahead or behind. This works because
the kids that they focus their instruction on are more likely to perform better on tests
because they are receiving the most instruction from the teacher. The kids in this middle
group are the majority of learners in the classroom; therefore by focusing on them the
likelihood of making AYP increases because the number of students that are going to
make AYP increases. This is a good reason for teachers to use this method because they
will be more likely to get the support they need once they have made the AYP for a year.
5. Jenner 5
Because of how difficult it is to make AYP schools need to focus on getting there early
and than being able to make more progress as the years go on.
The form that I think is the most effective way to reach AYP is the idea of
mapping out exactly how you want to make the progress yearly. This will help schools to
know exactly how much progress they have to make yearly and what they have to do to
get there. It does not matter if schools choose to use the back-loaded, incremental, or
blended trajectories, by mapping out exactly how much progress is needed for their
school to get to where they have to be for the year will increase the likelihood that they
will get there. The best plan out of the three to get to their AYP mark yearly is the
“incremental approach” to making AYP. Through this path they will be making the same
amount of progress each year and they will eventually get in the flow and be able to make
that progress much more easily than if their goal was changing every year. While the
“back-loaded approach” will make it much easier for schools to make AYP in the early
years of program. It will eventually make things much harder in later years because their
goals will increase from having to make minimal or no gain to having to make very large
gains in a short time. Even schools that use the “blended trajectory approach” are at risk
of not always making AYP in the years where they have more significant gains. The
inconsistency of the amount of progress that a school has to make each year may lead to
them overachieving on a year that need to only make minimal gains, and underachieving
or “failing” during a year when they are supposed to make a substantial gain in their AYP
(CEP 3-5)
The reasons that I believe the first school of thought are better than removing
subgroups from the entire student population is because of the discrimination that is
6. Jenner 6
brought upon by it. By removing children with disabilities from the assessment based on
the idea that they cannot perform as well as other students on tests seems like a conflict
of laws. The No Child Left Behind legislation is what allows students with disabilities to
be counted separate, but laws prior to it state that you can not discriminate against a
student because of their disability alone. So if a student is not making the test scores
required for them to make AYP based on their disability than how can a school not
include them in the assessment (Olson 2). Another issue that arises with students with
disabilities is the idea that all children should be making AYP each year, when IDEA
legislation states that every child in Special Education should be allowed to work and
progress at their own rate. This is problem because when you expect children with
disabilities to perform and make the same amount of progress as a child without a
disability, you forget why they have their IEP in the first place (Olson 2). Another big
issue within using a subgroup to classify students in Special Education during AYP
assessments is the idea of a school that is made up of only students with disabilities. How
can you only count a percentage of an entire population, or if you look at the school as a
whole and all the students are not making AYP, than they will be considered failing.
The reasons why I do not believe that “teaching the test” and middle level focused
teaching are not the best way to make AYP is because there are a lot of problems with
those sorts of teaching methods. When you teach the test, you take away the teachers
ability to make knowledge applicable to a child’s life. If a child believes that they do not
need the information past the time when they take the test, than they will only retain the
information long enough for them to take the test and be done with it. This is not the
purpose of education; the purpose of education is not for children to be good test takers,
7. Jenner 7
but for children to gain knowledge that will use in their everyday lives as adults. For
teachers focusing education only on the students that they believe are most likely to reach
their AYP goal they are missing the kids that are high achieving and the kids that are low
achieving. This is a problem because those that are underachieving will fall even further
behind than before, and those that were high achieving have the possibility of not
continuing to be the high performer students that they would be if teachers would give
them the same kind of attention that they give the other students. Another way for us to
make our education system better is to perhaps do what other top countries do. For
instance, other top countries in education around the world do not have test focused
curriculums. Instead of having their students spend countless hours studying to take a
test, they have programs that require them to “read poetry and novels, conduct
experiments in chemistry and physics, create music, and study important historical
issues” (Ravitch and Cortese 35). The United States is the only country in the world that
believes that children should have master basic skills before they are in college.
There are many reasons why educators and administrators have a lot of problems
with the No Child Left Behind legislation. No Child Left Behind is a very ambitious
piece of legislation that puts a lot of pressure on schools and teachers to perform. It
leaves a lot of big problems within the hands of schools, but does not give them the
adequate funding to support the implementation of what they need to succeed to its
standards. Good teachers are being labeled as inadequate and schools that should be
making the AYP are not making it and being labeled as failing. There are many things
that could be changed about the legislation when it comes up for reauthorization that will
make it work better for schools. It may be too ambitious to ask for every school in the
8. Jenner 8
United States to have 100% adequacy in reading, math, and science so soon after the
legislation was passed. What the legislation should most likely be looking for is a way for
ever school no matter what the circumstances to make some progress each year and hope
that one day they will reach the maximum possible. It was the first try on a law that will
forever change the way people look at education and I believe that once the law is made
into a law that works well in all aspects that it will be one of the most significant pieces
of legislation ever passed.
9. Jenner 9
Works Cited
Ryan, Richard M. Weinstein, Netta “Undermining quality teaching and learning: A self
determination theory perspective on high-stakes testing.” Theory and Research in
Education (2009) 224-233.
Smyth, Theoni Soublis. “Who Is No Child Left Behind Leaving Behind?” Clearing
House Jan. and Feb. 2008
Butzin, Sarah M. “NCLB: Fix It, Don’t Nix It” Phi Delta Kappan (2007)
Vannest, Kimberly J. “ Educator and Administrator Perceptions of the Impact of No
Child Left Behind on Special Populations” Remedial and Special Education (2009)
Ravitch, Diane Cortese, Antonia “Why We’re Behind: What Top Nations Teach Their
Students But We Don’t” The Education Digest (June 2009)
Olson, Lynn “AYP Rules Miss Many in Special Education: More Students Left Out of
Accountability Ratings” Education Week (2005)
Chudowsky, Vic. Chudowsky Naomi “Many States Have Taken a “Backloaded”
Approach to No Child Left Behind Goal of All Students Scoring “Proficient” Center on
Education Policy (2008)
10. Jenner 10
The Students with Disabilties Subgroup and Adequately Yearly Progress in Mid-Atlantic
Schools