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.
A Guide for School Districts: Exploring Alternative Measures of Student Learn...Tanya Paperny
Districts across the country play a crucial role in ensuring schools effectively serve students and families. Beyond federal requirements in the Every Student Succeeds Act and state-level accountability systems, locally developed school performance frameworks are a key lever for holding schools accountable, particularly for student learning and wellness.
Today — with unfamiliar school configurations and unknown impacts on student outcomes — it is more important than ever that districts are diligent about assessing schools’ impact on students. But the ways that districts have done so in the past may no longer be appropriate. And districts that previously did not engage in school-level performance assessments now have a new incentive to do so.
This toolkit is a resource to help districts adapt existing school performance frameworks to the current moment or create new ones. These slides identify and walk through the fundamental questions districts need to consider in designing school performance frameworks that acknowledge the challenges that schools and students are facing, as well as a continued need to monitor performance and continuously improve.
Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students Wi...Jeremy Knight
Despite some gains over the past 20 years, significant numbers of students are not meeting grade-level expectations as defined by performance on academic assessments. Meanwhile, few schools are able to support the sort of accelerated academic learning needed to catch students up to grade-level expectations.
Evidence indicates this is not for lack of educator commitment or dedication. Instead, many educators lack clarity about how to help students catch up. Common messages about holding a high bar for academic rigor and personalizing learning to meet students where they are can be perceived as being at odds with one another.
“Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students With Learning Gaps” synthesizes a broad body of research on the science of learning in order to inform efforts to help students close gaps and meet grade-level expectations. This deck argues that helping students catch up is not about rigor or personalization — classrooms need both.
Closing learning gaps requires students to be motivated and engaged to grapple with challenging, grade-level skills and knowledge — while also having their individual learning needs met.
The report identifies what must happen among educators, systems-level leaders, teacher developers, instructional materials providers, and technology experts to move beyond the dichotomy of “rigor versus personalization” and toward a future that effectively blends the two.
Teacher quality and related issues (i.e., teacher preparation, recruitment, and professional development) ranked among the highest priority areas among a sample of education policymakers surveyed by the Institute of Education Sciences. And it is not surprising that quality teaching also emerged as a central theme in one recent series of Policy Forums.
Jeff C. Palmer is a teacher, success coach, trainer, Certified Master of Web Copywriting and founder of https://Ebookschoice.com. Jeff is a prolific writer, Senior Research Associate and Infopreneur having written many eBooks, articles and special reports.
Source: https://ezinearticles.com/?Overcoming-Challenging-School-Environments&id=10174636
Moving Toward Sustainability: Kansas City Teacher ResidencyJeremy Knight
Kansas City Teacher Residency (KCTR) is a teacher residency program that recruits, certifies, and develops teachers in the Kansas city region. Launched in 2016, by Ewing Marion Kauffman Foundation, KCTR has established a high-quality and diverse teacher preparatory program for Kansas City. In late 2018, Bellwether partnered with KCTR and Kauffman Foundation to redesign KCTR's program model to bring it in line with peer benchmarks and ensure long-term impact and sustainability. Over six months, Bellwether, in collaboration with KCTR's senior leadership team, Board, and key advisers, developed and began to implement a plan to put KCTR on a path to organizational and financial sustainability (initial changes significantly reduced the ongoing fundraising need). Key priorities identified in the plan included strengthening partnerships (with schools and university), optimizing KCTR expenditures, exploring new earned-revenue opportunities, and gradually growing the number of residents to full-scale. With the new plan, KCTR is prepared to continue the growth of impact while doing so in a sustainable manner, to ultimately fuel Kansas City with passionate, effective, and diverse educators.
School-Based Assessment or SBA has been a feature of CXC examinations from their inceptions in 1979. This issue highlights the CXC model of school-based assessment and its philosophical underpinnings, as well as a sampling of
stakeholder views on SBA. It also features the launch of the CXC mobile app CXC Connect and reports on performances in CXC suite of examinations.
A Guide for School Districts: Exploring Alternative Measures of Student Learn...Tanya Paperny
Districts across the country play a crucial role in ensuring schools effectively serve students and families. Beyond federal requirements in the Every Student Succeeds Act and state-level accountability systems, locally developed school performance frameworks are a key lever for holding schools accountable, particularly for student learning and wellness.
Today — with unfamiliar school configurations and unknown impacts on student outcomes — it is more important than ever that districts are diligent about assessing schools’ impact on students. But the ways that districts have done so in the past may no longer be appropriate. And districts that previously did not engage in school-level performance assessments now have a new incentive to do so.
This toolkit is a resource to help districts adapt existing school performance frameworks to the current moment or create new ones. These slides identify and walk through the fundamental questions districts need to consider in designing school performance frameworks that acknowledge the challenges that schools and students are facing, as well as a continued need to monitor performance and continuously improve.
Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students Wi...Jeremy Knight
Despite some gains over the past 20 years, significant numbers of students are not meeting grade-level expectations as defined by performance on academic assessments. Meanwhile, few schools are able to support the sort of accelerated academic learning needed to catch students up to grade-level expectations.
Evidence indicates this is not for lack of educator commitment or dedication. Instead, many educators lack clarity about how to help students catch up. Common messages about holding a high bar for academic rigor and personalizing learning to meet students where they are can be perceived as being at odds with one another.
“Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students With Learning Gaps” synthesizes a broad body of research on the science of learning in order to inform efforts to help students close gaps and meet grade-level expectations. This deck argues that helping students catch up is not about rigor or personalization — classrooms need both.
Closing learning gaps requires students to be motivated and engaged to grapple with challenging, grade-level skills and knowledge — while also having their individual learning needs met.
The report identifies what must happen among educators, systems-level leaders, teacher developers, instructional materials providers, and technology experts to move beyond the dichotomy of “rigor versus personalization” and toward a future that effectively blends the two.
Teacher quality and related issues (i.e., teacher preparation, recruitment, and professional development) ranked among the highest priority areas among a sample of education policymakers surveyed by the Institute of Education Sciences. And it is not surprising that quality teaching also emerged as a central theme in one recent series of Policy Forums.
Jeff C. Palmer is a teacher, success coach, trainer, Certified Master of Web Copywriting and founder of https://Ebookschoice.com. Jeff is a prolific writer, Senior Research Associate and Infopreneur having written many eBooks, articles and special reports.
Source: https://ezinearticles.com/?Overcoming-Challenging-School-Environments&id=10174636
Moving Toward Sustainability: Kansas City Teacher ResidencyJeremy Knight
Kansas City Teacher Residency (KCTR) is a teacher residency program that recruits, certifies, and develops teachers in the Kansas city region. Launched in 2016, by Ewing Marion Kauffman Foundation, KCTR has established a high-quality and diverse teacher preparatory program for Kansas City. In late 2018, Bellwether partnered with KCTR and Kauffman Foundation to redesign KCTR's program model to bring it in line with peer benchmarks and ensure long-term impact and sustainability. Over six months, Bellwether, in collaboration with KCTR's senior leadership team, Board, and key advisers, developed and began to implement a plan to put KCTR on a path to organizational and financial sustainability (initial changes significantly reduced the ongoing fundraising need). Key priorities identified in the plan included strengthening partnerships (with schools and university), optimizing KCTR expenditures, exploring new earned-revenue opportunities, and gradually growing the number of residents to full-scale. With the new plan, KCTR is prepared to continue the growth of impact while doing so in a sustainable manner, to ultimately fuel Kansas City with passionate, effective, and diverse educators.
School-Based Assessment or SBA has been a feature of CXC examinations from their inceptions in 1979. This issue highlights the CXC model of school-based assessment and its philosophical underpinnings, as well as a sampling of
stakeholder views on SBA. It also features the launch of the CXC mobile app CXC Connect and reports on performances in CXC suite of examinations.
CARN paper on action research as professional developmentDoctoralNet Limited
This presentation was made to CARN and contains information on the use of action research for professional development for teachers and principals in schools. For more information see: http://www.ar4everything.com
Autonomous District Schools: Lessons From the Field on a Promising StrategyJeremy Knight
Autonomous district schools (sometimes called “in-district charters”) use some of the same freedoms that public charter schools enjoy while remaining part of the district. Enabled by innovative policies that support school-level autonomy, Springfield, Massachusetts; Indianapolis, Indiana; Denver, Colorado; and San Antonio, Texas, are experimenting with these types of schools. While these efforts are too new to have clear student impact data, autonomous district schools could be a promising strategy to improve districts’ ability to meet families’ and students’ needs and to improve outcomes.
“Autonomous District Schools: Lessons From the Field on a Promising Strategy” summarizes Bellwether’s work with San Antonio Independent School District (SAISD) over the past 18 months. The district has authorized three networks of autonomous district schools using a law that supports and incentivizes the creation of these schools. Bellwether provided program design support, strategic advice, and capacity building to SAISD’s Network Principal Initiative, and this deck offers an overview of the initiative and the lessons we learned about the launch of autonomous district schools.
This slide deck is accompanied by a tool kit, “Autonomous District Schools: Tools for Planning and Launching,” which offers concrete resources for leaders interested in planning an autonomous school or network.
Abstract: Numerous indicators of crucial role exist for improvements of the students' performance
during the learning process in classrooms, to include the level of teaching and learning, teachers’
performance, students’ motivation and teaching methods. However, the class size has its impact over
the successful performance of students, which is the main topic of this scientific research. Regarding
the impact of class size, or more precisely, the number of students in the classroom, in student
performance, has developed an empirical research which results are reflected in this paper. The survey
was conducted in several schools of higher education in some Kosovo municipalities. by the outcomes
introduced it is intended to prove a dilemma that has existed for a long time for classes with smaller
number of students which tend to be more successful compared to the classes with higher number of
students. Furthermore, the review of the literature, is an important part of the paper, where intertwine
various theories regarding this issue, bringing different experiences of OECD countries regarding the
impact of class size on student performance. Finally, the performance of the students was tested in
different class sizes at the end of the school year to see if there is a difference in their outcome.
Every year, millions of students take high-stakes, standardized tests.
Hanging in the balance are billions of dollars in school funding, teacher bonuses and job security, and the decision on whether this student passes to the next grade.
The potential rewards for success have spawned another battery of tests to prepare for the high stakes assessments,
and, in some cases, another layer of testing to prepare students for the tests that prepare them for the tests that most matter.
The average student will take over 120 mandated standardized tests before she graduates.
While the stakes of these tests are high, their value is very low.
What follows is a look at how a culture of testing is threatening our education system and stealing value from teachers, students, and taxpayers.
Fortunately, there may be something we can do about it...
Schools, funding and performance: Lessons from the NSW National Partnerships. On November 18, Professor Stephen Lamb presented at a CESE Seminar on:
• Recent changes in school funding
• Evidence of impact of funding
• Evidence from evaluations of NSW low SES National Partnerships
• Conditions for ensuring success.
Eunetra Ellison Simpson, PhD Proposal Defense, Dr. William Allan Kritsonis, D...William Kritsonis
Dr. William Allan Kritsonis, PhD Dissertation Chair for Eunetra Ellison Simpson, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
CARN paper on action research as professional developmentDoctoralNet Limited
This presentation was made to CARN and contains information on the use of action research for professional development for teachers and principals in schools. For more information see: http://www.ar4everything.com
Autonomous District Schools: Lessons From the Field on a Promising StrategyJeremy Knight
Autonomous district schools (sometimes called “in-district charters”) use some of the same freedoms that public charter schools enjoy while remaining part of the district. Enabled by innovative policies that support school-level autonomy, Springfield, Massachusetts; Indianapolis, Indiana; Denver, Colorado; and San Antonio, Texas, are experimenting with these types of schools. While these efforts are too new to have clear student impact data, autonomous district schools could be a promising strategy to improve districts’ ability to meet families’ and students’ needs and to improve outcomes.
“Autonomous District Schools: Lessons From the Field on a Promising Strategy” summarizes Bellwether’s work with San Antonio Independent School District (SAISD) over the past 18 months. The district has authorized three networks of autonomous district schools using a law that supports and incentivizes the creation of these schools. Bellwether provided program design support, strategic advice, and capacity building to SAISD’s Network Principal Initiative, and this deck offers an overview of the initiative and the lessons we learned about the launch of autonomous district schools.
This slide deck is accompanied by a tool kit, “Autonomous District Schools: Tools for Planning and Launching,” which offers concrete resources for leaders interested in planning an autonomous school or network.
Abstract: Numerous indicators of crucial role exist for improvements of the students' performance
during the learning process in classrooms, to include the level of teaching and learning, teachers’
performance, students’ motivation and teaching methods. However, the class size has its impact over
the successful performance of students, which is the main topic of this scientific research. Regarding
the impact of class size, or more precisely, the number of students in the classroom, in student
performance, has developed an empirical research which results are reflected in this paper. The survey
was conducted in several schools of higher education in some Kosovo municipalities. by the outcomes
introduced it is intended to prove a dilemma that has existed for a long time for classes with smaller
number of students which tend to be more successful compared to the classes with higher number of
students. Furthermore, the review of the literature, is an important part of the paper, where intertwine
various theories regarding this issue, bringing different experiences of OECD countries regarding the
impact of class size on student performance. Finally, the performance of the students was tested in
different class sizes at the end of the school year to see if there is a difference in their outcome.
Every year, millions of students take high-stakes, standardized tests.
Hanging in the balance are billions of dollars in school funding, teacher bonuses and job security, and the decision on whether this student passes to the next grade.
The potential rewards for success have spawned another battery of tests to prepare for the high stakes assessments,
and, in some cases, another layer of testing to prepare students for the tests that prepare them for the tests that most matter.
The average student will take over 120 mandated standardized tests before she graduates.
While the stakes of these tests are high, their value is very low.
What follows is a look at how a culture of testing is threatening our education system and stealing value from teachers, students, and taxpayers.
Fortunately, there may be something we can do about it...
Schools, funding and performance: Lessons from the NSW National Partnerships. On November 18, Professor Stephen Lamb presented at a CESE Seminar on:
• Recent changes in school funding
• Evidence of impact of funding
• Evidence from evaluations of NSW low SES National Partnerships
• Conditions for ensuring success.
Eunetra Ellison Simpson, PhD Proposal Defense, Dr. William Allan Kritsonis, D...William Kritsonis
Dr. William Allan Kritsonis, PhD Dissertation Chair for Eunetra Ellison Simpson, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
Embracing GenAI - A Strategic ImperativePeter 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.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
19. Educators are punished for working in high-risk schools
20. All students regardless of their native language or ability level are held to the same standards(Ramsay, 2008), (No Child Left Behind's 5th Anniversary, 2007), (Jehlen, 2007)
23. Support programs that encourage parental and community involvement
24. Acknowledge educators who show significant gains in student achievement(Ramsay, 2008), (No Child Left Behind's 5th Anniversary, 2007), (Jehlen, 2007)
25. Who Should Be Held Accountable? According to NCLB, schools are held accountable for making adequate yearly progress (AYP) based on guidelines created, and implemented by each individual state (Carey, 2007).
26.
27. School systems are being forced to take a closer look at their low-performing students and design new programs to assist with closing the achievement gap
28. School systems are required to publish their accountability reports which keeps the community informed(Carey, 2007)
29.
30. Goals for student achievement are unrealistic given such a short time span
31. Schools showing huge gains may still be labeled as not making AYP
32. A small subgroup of students could possibly cause an entire school to not make AYP(Carey, 2007)
33.
34. Standardize minimum requirements for state standards
36. Create accountability measures that include achievement gains.(Carey, 2007)
37. Standardized Testing as the ONLY Determining Factor in Student Achievement. Definition: “Standardized Test – a form of measure that has been normed against a specific population” (A Glossary of Measurement Terms, ERIC Digest, 1989)
38.
39. Comparisons can be made across groups to help track student performance
40. Can help analyze the effectiveness of new programs(Neill & Peterson, 1999)
41.
42. “…parents are often the first to understand that the complexity of their child cannot be captured by a test score”(Neill & Peterson, 1999).
43.
44. Student performance portfolios collecting work samples and data throughout the year will give a much clearer picture of overall student achievement
45. Performance task based assessments where students are able to “show what they know”(Neill & Peterson, 1999)
46. Closing the Achievement Gap, Accountability and Standardized Testing What is the Impact on our Teaching Professionals?
47.
48. Teachers are learning to use student dada to drive their instruction, rather than the chapter number in a textbook
49. Teachers are receiving more high-quality professional development to help enhance instruction and student engagement
50. High standards are set for teacher qualifications
51. School report cards keep the community informed of what is taking place in their local schools (White, 2010).
52.
53. Proper funding has not been made available to comply with all of the NCLB requirements
54. High standards set for teacher qualifications are causing a shortage of teachers in lower income schools
55.
56. Subjects other than math and reading are taking a back seat
57.
58.
59. Students who attend a school that is not making AYP has the option to transfer to another school
60. Students who attend a school that is not making AYP are given tutoring opportunities (Staff, 2008)
61.
62. Our special education students are often being held to standards that are not attainable based on their particular disability; this can be devastating for the child
63. Our limited English proficiency students are required to take the standardized test in a language that they have yet to master which results in merely a test of their English language skills rather than their achievement within the content areas
64. Students no longer see the relevance in what they are learning other than to pass a test(Harper, 2005)
67. More attention is being paid to exactly what is taught in our public schools
68. Greater emphasis is being paid to low-performing schools
69. Teacher qualifications are being raised in the hopes of acquiring a quality teaching force in each school
70. Test scores in math and reading have improved(Jennings & Rentner, 2006)
71.
72. Testing of our special education and limited English proficiency student populations have come under much scrutiny
73. Lack of Federal funding to promote many of the required school programs is creating a burden on local schools, PTA’s, parents and teachers(Jennings & Rentner, 2006)
74. One Middle School Math Teacher’s Perspective on NCLB, Standardized Testing and Accountability as it Relates to My Teaching, My Students, My School and the Community.
75.
76. Learning how to use data to drive my instruction has benefitted my teaching and subsequently my student’s learning
77. Since the implementation of NCLB legislation and becoming a Title I school, we have put into action many new programs to help our struggling students and get parents and community members involved
78.
79. There is no time in the curriculum calendar for students to explore math conceptually
80. Students no loner find value in what they learn other than attaining a good test score
81.
82. My special education students are left feeling like failures when they often don’t pass the state test; even though they may have shown tremendous growth
83. There is no room in the curriculum calendar for “teachable moments”
84. The community looks unfavorably on our school due to its low SES and the fact that we are a Title I school
85.
86.
87. Introduce a curriculum that has a much narrower focus allowing for delving deeper into each standard.
88. Create strong relationships with parents and community members; get them involved
89. Allow for some “breathing room” when it comes to the requirements and standards for each content area. Permitting more “teachable moments” to be discovered and explored
90. Leave room for more creativity and critical thinking in the classroom
91. Consent to offer students more opportunities to study humanities and the arts.
92.
93. Continue to share with and encourage my colleagues to use best practices in their classrooms
94. Create more opportunities for parents to get involved in the school and their child’s education
95. Stay abreast of and give input into curriculum decisions being made within our county
97. Continue to research strategies and implement activities that foster creativity and critical thinking while still teaching the required standards
98.
99. The biggest impact on student achievement could be made if we could overcome this one obstacle
100.
101. Community support - I am in regular contact with many community leaders already through initiatives put in place for Title I
102. Teacher buy-in - I am in a position to assist and inspire teachers through my position as a math coach
103.
104. Click Once and then Be Patient! "Every hour spent on such exam preparation is an hour not spent helping students to become critical, creative, curious learners." Alfie Kohn "Would a child who spent every day doing basketball drills without ever having the joy of playing a game of basketball enjoy basketball enough to become good at it?" Lalia Kerr "If more testing were the answer to the problems in our schools, testing would have solved them a long time ago." Bill Goodling, chair of House Education Committee "'Teaching to the test' [is] a practice likened to memorizing an eye chart. With enough drill and rote work, even a person with 20/150 vision can rattle off 'E-F-P-T-O-Z'. Of course this doesn't mean that person can truly see." Meredith Scrivner "In America, no child should be left behind. Every child should be educated to his or her own full potential." President George W. Bush "If I were to compare the agendas of teachers and the agendas of test publishers, the bottom line for teachers is always kids. For test publishers it's money. For politicians, it is votes. Who do you want to trust your child's learning to? George Bush, Prentice Hall, STAR test, or a teacher with a strong sense of commitment to the welfare of children?" Nancy Haas "I'm thinking about letting us have a scream day sometime in March, when we just go outside and scream," anonymous Louisiana teacher "Education ceases to be learning when the 3 R's are read, remember, and regurgitate." "Boston Public" character of student protester "Education is not a preparation for life...education is life itself". John Dewey "Anyone can confirm how little the grading that results from examinations corresponds to the final useful work of people in life." Jean Piaget "Believing we can improve schooling with more tests is like believing you can make yourself grow taller by measuring your height." Robert Schaeffer of FairTest "What we want is to see the child in pursuit of knowledge and not knowledge in pursuit of the child." George Bernard Shaw "Not everything that counts can be counted and not everything that can be counted counts." Albert Einstein
105. Works Cited A Glossary of Measurement Terms. ERIC Digest. (1989). Retrieved April 6, 2010, from Ericae.net Clearinghouse on Assessment and Evaluation: http://ericae.net/edo/ed315430.htm Carey, K. (2007, November 13). The Pangloss Index: How States Game the No Child Left Behind Ac. Retrieved April 6, 2010, from Education Sector: http://www.educationsector.org/research/research_show.htm?doc_id=582446 Harper, L. (2005, August 21). No Child Left Behind's Impact on Specialized Education. Retrieved April 6, 2010, f rom PBS News Hour: http://www.pbs.org/newshour/indepth_coverage/education/no_child/impact.html Jehlen, A. (2007, February). NCLB: The Sequel. Retrieved April 6, 2010, from National Education Association: http://www.nea.org/home/11528.htm Jennings, J., & Rentner, D. S. (2006, November). Ten Big Affects of the No Child Left Behind Act on Public Schools. Retrieved April 6, 2010, from Center on Education Policy: http://www.education.uiowa.edu/cea/documents/NCLB-TenBigEffects.pdf Linn, R. L. (2005, Summer). Fixing the NCLB Accountability System. Retrieved April 6, 2010, from CRESST National Center for Research: http://www.cse.ucla.edu/products/policy/cresst_policy8.pdf Neill, M., & Peterson, B. (1999, Spring). Alternatives to Standardized Tests. Retrieved April 6, 2010, from Rethinking Schools Online: http://www.rethinkingschools.org/archive/13_03/assess.shtml No Child Left Behind Act of 2001. (2001). Retrieved April 6, 2010, from http://ed.gov/nclb/overview/intro/4pillars.html No Child Left Behind's 5th Anniversary. (2007, January). Retrieved April 6, 2010, from US Department of Education: http://www2.ed.gov/nclb/overview/importance/nclb5anniversary.html Ramsay, J. (2008). The Controversy: Has NCLB Been Successful or Has It Failed? Retrieved April 6, 2010, from Care To Vote 08': Getting Smart About Getting Smart: http://www.carleton.edu/departments/educ/Vote/pages/Pros_and-Cons.html Staff, G. S. (2008). What the No Child Left Behind Law Means for Your Child. Retrieved April 9, 2010, from Great Schools: http://www.greatschools.org/improvement/quality-teaching/no-child-left- behind.gs?content=61&page=1 Test Quotes. (2010). Retrieved April 10, 2010, from Students Against Testing: http://images.google.com/imgres?imgurl=http://www.whatkidscando.org/archives/images/featurestories/directorytop.jpg&imgrefurl=http://www.whatkidscando.org/archives/featurestori es/yodirectory.html&usg=__mfhfZ4C8MEMTy3sRYy_RNackRLk=&h=350&w=475&sz=64&hl=en White, D. (2010). Pros and Cons of No Child Left Behind Act. Retrieved April 6, 2010, from About.com US Liberal Politics: http://usliberals.about.com/od/education/i/NCLBProsCons_2.htm