Policy Brief: NCLB
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The document analyzes the No Child Left Behind Act (NCLB) and proposes recommendations for changes. It discusses that NCLB aimed to close achievement gaps and ensure 100% proficiency by 2014, but has faced criticisms. Major proposed reforms include setting more realistic and research-based goals, allowing flexibility while maintaining national standards, updating testing to include multiple measures of achievement, and decreasing testing burden. Changes also should alter accountability to include growth, reconsider sanctions/rewards, fully fund the law, and be patient as NCLB aims for vast improvements compared to prior education policy.
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2) It provides an example of getting a job in a school and lists the relevant criteria as salary, opportunity to progress, job environment, incentives, facilities, job security, location, and timings.
3) The alternatives provided are jobs at Unique, American Lycetuff, LDA, Allied, and Cathedral schools. Each alternative is then analyzed and weighted against the criteria to select the best option.
Stakeholder Analysis
The document discusses stakeholder analysis, which involves systematically identifying and assessing individuals, groups, or organizations that may be affected by a project. It outlines the stakeholder analysis process, including identifying key stakeholders, understanding their interests and level of influence, and developing engagement strategies. Tools for stakeholder analysis include stakeholder matrices to map stakeholders based on their impact, interest, and relationship to the project. The document provides an example stakeholder analysis table to collect information on stakeholders.
Policy formulation and processes
This document discusses different types of policies and the policy development process. It outlines that there are substantive/administrative policies, vertical/horizontal policies, and reactive/proactive policies. It also explains that policy development involves selecting an objective, identifying targets, determining pathways, designing programs, implementing, and assessing impact. The goal of public policy is to achieve outcomes that benefit society such as reducing poverty through various policy pathways.
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A framework for critical thinking
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The document discusses the importance of quality in education and what is required to improve it. It argues that countries should evaluate their education systems based on the best performing systems globally rather than just their own national standards. It also stresses the importance of developing the types of skills that benefit individuals and societies economically and socially. The document examines data on education spending, graduation rates, and student performance in order to identify best practices for improving education quality and outcomes.
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The document discusses the No Child Left Behind Act (NCLB) and its impact on assessing and educating English Language Learner (ELL) students. It notes that NCLB increased accountability and testing requirements for ELL students but provided little guidance around appropriate assessments. While NCLB aimed to close achievement gaps, research found the law had both positive and negative effects on ELL students. The document calls for improvements such as developing better language proficiency tests and setting more realistic achievement goals for ELL students.
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This document summarizes a presentation about leveraging federal stimulus money from the American Recovery and Reinvestment Act (ARRA) for education. It outlines the goals of the funding to advance core reforms, transparency, and accountability. Metrics are proposed to track progress on assurances around teacher effectiveness, standards/assessments, low-performing schools, and data/information systems. Opportunities for states, districts, and schools to drive long-term improvement through potential uses of ARRA funds are discussed.
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The document discusses issues with applying the accountability system of the No Child Left Behind Act to English Language Learners. It makes three key points:
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Running Header ENGLISHENGLISH 2Week 10 EnglishStu.docx
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).
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Policy Brief: NCLB
- 1. Policy Brief: NCLB Review, Analysis, and Recommendations to No Child Left Behind (NCLB)
- 5. Detailed Causal Model with variables Measured academic achievement Student Quality School Quality Peer Quality Innate ability Parental involvement Student effort School resources Leadership quality Teaching quality Parental involvement Peer ability Peer effort
- 6. Consequences of AYP failure
- 11. Questions?
Editor's Notes
- 03/12/10 Andrew J Schneider
- 03/12/10 Andrew J Schneider
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