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The Impact Of The No Child Left Behind Act Definition On Highly Qualified Teachers In A Predominately Hispanic Community
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Book Synopsis The Impact of the No Child Left Behind Act Definition on "highly Qualified" Teachers in a Predominately Hispanic Community by : Anita Dávila
Download or read book The Impact of the No Child Left Behind Act Definition on "highly Qualified" Teachers in a Predominately Hispanic Community written by Anita Dávila and published by . This book was released on 2004 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis State and Local Implementation of the No Child Left Behind Act by :
Download or read book State and Local Implementation of the No Child Left Behind Act written by and published by . This book was released on 2007 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis No Child Left Behind Act improved accessibility to Education's information could help states further implement teacher qualification requirements : report to congressional requesters. by :
Download or read book No Child Left Behind Act improved accessibility to Education's information could help states further implement teacher qualification requirements : report to congressional requesters. written by and published by DIANE Publishing. This book was released on 2005 with total page 62 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Many Children Left Behind by : Deborah Meier
Download or read book Many Children Left Behind written by Deborah Meier and published by Beacon Press. This book was released on 2004-09-29 with total page 117 pages. Available in PDF, EPUB and Kindle. Book excerpt: Signed into law in 2002, the federal No Child Left Behind Act (NCLB) promised to revolutionize American public education. Originally supported by a bipartisan coalition, it purports to improve public schools by enforcing a system of standards and accountability through high-stakes testing. Many people supported it originally, despite doubts, because of its promise especially to improve the way schools serve poor children. By making federal funding contingent on accepting a system of tests and sanctions, it is radically affecting the life of schools around the country. But, argue the authors of this citizen's guide to the most important political issue in education, far from improving public schools and increasing the ability of the system to serve poor and minority children, the law is doing exactly the opposite. Here some of our most prominent, respected voices in education-including school innovator Deborah Meier, education activist Alfie Kohn, and founder of the Coalition of Essential Schools Theodore R. Sizer-come together to show us how, point by point, NCLB undermines the things it claims to improve: * How NCLB punishes rather than helps poor and minority kids and their schools * How NCLB helps further an agenda of privatization and an attack on public schools * How the focus on testing and test preparation dumbs down classrooms * And they put forward a richly articulated vision of alternatives. Educators and parents around the country are feeling the harshly counterproductive effects of NCLB. This book is an essential guide to understanding what's wrong and where we should go from here.
Book Synopsis No Child Left Behind Act more information would help states determine which teachers are highly qualified : report to congressional requesters. by :
Download or read book No Child Left Behind Act more information would help states determine which teachers are highly qualified : report to congressional requesters. written by and published by DIANE Publishing. This book was released on with total page 48 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Reauthorizing No Child Left Behind by : Brian M. Stecher
Download or read book Reauthorizing No Child Left Behind written by Brian M. Stecher and published by Rand Corporation. This book was released on 2010-04-08 with total page 97 pages. Available in PDF, EPUB and Kindle. Book excerpt: Studies suggest that the No Child Left Behind Act of 2001's goal of 100 percent of U.S. students proficient in reading and mathematics by 2014 will not be met. The authors recommend more-uniform state academic standards and teacher requirements and broader measures of student learning, including more subjects and tests of higher-thinking and problem-solving skills.
Download or read book No Child Left Behind written by and published by . This book was released on 2002 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis No Child Left Behind Primer by : Frederick M. Hess
Download or read book No Child Left Behind Primer written by Frederick M. Hess and published by Peter Lang. This book was released on 2006 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: Hess is a specialist in education policy at the American Enterprise Institute and Harvard U.; Petrilli is with the Thomas B. Fordham Foundation, a Washington-based school reform organization. They offer a concise guide to the No Child Left Behind Act of 2001 (NCLB), covering the history and key elements of the law, how it is intended to work, how i.
Author :United States. Congress. House. Committee on Education and Labor. Subcommittee on Early Childhood, Elementary, and Secondary Education Publisher : ISBN 13 : Total Pages :72 pages Book Rating :4.0/5 ( download)
Book Synopsis The No Child Left Behind Act's Impact on Indian Education by : United States. Congress. House. Committee on Education and Labor. Subcommittee on Early Childhood, Elementary, and Secondary Education
Download or read book The No Child Left Behind Act's Impact on Indian Education written by United States. Congress. House. Committee on Education and Labor. Subcommittee on Early Childhood, Elementary, and Secondary Education and published by . This book was released on 2008 with total page 72 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis No Child Left Behind Implications for Middle Level Leaders by : Patricia George
Download or read book No Child Left Behind Implications for Middle Level Leaders written by Patricia George and published by National Middle School Association. This book was released on 2002 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis No Child Left Behind by : Paul H. Berkhart
Download or read book No Child Left Behind written by Paul H. Berkhart and published by Nova Publishers. This book was released on 2008 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book presents the latest developments related to the No Child Left Behind Act of 2001, legislation to extend and revise the Elementary and Secondary Education Act (ESEA), which was signed into law as P.L. 107-110 (H.R. 1). This legislation extensively amends and re-authorises many of the programs of federal aid to elementary and secondary education. Major features of the No Child Left Behind Act of 2001 include the following: (a) states will be required to implement standards-based assessments in reading and mathematics for pupils in each of grades 3-8 by the 2005-2006 school year, and at three grade levels in science by the 2007-2008 school year; (b) grants to states for assessment development are authorised; (c) all states will be required to participate in National Assessment of Educational Progress tests in 4th and 8th grade reading and mathematics every second year; (d) states must develop adequate yearly progress (AYP) standards, incorporating a goal of all pupils reaching a proficient or advanced level of achievement within 12 years, and apply them to each public school, local education agency (LEA), and the state overall; (e) a sequence of consequences, including public school choice and supplemental services options, would apply to schools and LEAs that fail to meet AYP standards for 2 or more consecutive years; (f) ESEA Title I allocation formulas are modified to increase targeting on high poverty states and LEAs and to move Puerto Rico gradually toward parity with the states; (g) within 3 years, all paraprofessionals paid with Title I funds must have completed at least 2 years of higher education or met a "rigorous standard of quality"; (h) several new programs aimed at improving reading instruction are authorised; (i) teacher programs are consolidated into a state grant authorising a wide range of activities such as teacher recruitment, professional development, and hiring; (j) states and LEAs participating in Title I have various requirements to ensure that teachers meet the bill's definition of "highly qualified" by the end of the 2005-2006 school year; (k) almost all states and LEAs are authorised to transfer a portion of the funds they receive under several programs, and selected states and LEAs may consolidate funds under certain programs through performance agreements; (l) federal support of public school choice is expanded; (m) several previous programs are consolidated into a state grant supporting integration of technology into K-12 education; (n) the Bilingual and Emergency Immigrant Education Acts are consolidated into a single formula grant, with existing limits on the share of grants for specific instructional approaches eliminated; and (o) the 21st Century Community Learning Center program is converted into a formula grant with increased focus on after-school activities.
Book Synopsis Open to the Public: How Communities, Parents, and Students Assess the Impact of the "No Child Left Behind Act," 2004-2007 by : Public Education Network, Washington, DC.
Download or read book Open to the Public: How Communities, Parents, and Students Assess the Impact of the "No Child Left Behind Act," 2004-2007 written by Public Education Network, Washington, DC. and published by . This book was released on 2007 with total page 19 pages. Available in PDF, EPUB and Kindle. Book excerpt: Accountability for educating all children to their full potential is essential, but this particular goal of the No Child Left Behind (NCLB) Act cannot be achieved unless policymakers address fundamental issues of resources, capacities and will within the public education system. Over a three-year period, the Public Education Network (PEN), in conjunction with local education funds, conducted 25 hearings, forums, focus groups and online surveys to give students, parents and community leaders--audiences very much affected by the law, but usually left out of the debate--an opportunity to tell their side of the NCLB story. As people became more familiar with the law and its impact, their testimony unequivocally led to these conclusions: that NCLB must have a more compelling vision, strong policies to support it, and greater public engagement. NCLB's fatal flaw could be that it has left crucial realities behind. Over three years, and at every hearing site, the public supported the goals of NCLB. However, until the act addresses the realities of inequities, limited expectations of student and teacher capacities, and the isolation of parents and communities from school reforms, it will engender more rhetoric than real difference in the success of all students. The realities "left behind," and discussed here, are: (1) NCLB has been imposed on a public school system that remains unequal; (2) NCLB rests upon a faulty measurement capacity; (3) The foundation for "highly qualified" teachers relies on qualities that ought to be present in the early selection, preparation and recruitment of teachers but, instead, rarely affects those who get to teach; (4) NCLB pays considerable lip service to parent involvement; in reality, parents and communities are almost shut out of the reform process; and (5) Not only does NCLB ignore the role of communities in achieving its goals, it seriously undermines the capacity of communities to be part of the solution for low-performing schools. Results from the PEN 2005 NCLB Online Survey are appended. [Funding for the national NCLB hearing was provided in part by the Houston Endowment, Inc., the James Irvine Foundation, and the Wallace Alexander Gerbode Foundation.].
Book Synopsis No Child Left Behind and the Reduction of the Achievement Gap by : Alan R. Sadovnik
Download or read book No Child Left Behind and the Reduction of the Achievement Gap written by Alan R. Sadovnik and published by Routledge. This book was released on 2013-10-11 with total page 466 pages. Available in PDF, EPUB and Kindle. Book excerpt: This monumental collection presents the first-ever sociological analysis of the No Child Left Behind Act and its effects on children, teachers, parents, and schools. More importantly, these leading sociologists consider whether NLCB can or will accomplish its major goal: to eliminate the achievement gap by 2014. Based on theoretical and empirical research, the essays examine the history of federal educational policy and place NCLB in a larger sociological and historical context. Taking up a number of policy areas affected by the law—including accountability and assessment, curriculum and instruction, teacher quality, parental involvement, school choice and urban education—this book examines the effects of NCLB on different groups of students and schools and the ways in which school organization and structure affect achievement. No Child Left Behind concludes with a discussion of the important contributions of sociological research and sociological analysis integral to understanding the limits and possibilities of the law to reduce the achievement gap.
Book Synopsis Redefining the No Child Left Behind Act's Highly Qualified Teacher by : Jacqueline S. Gill
Download or read book Redefining the No Child Left Behind Act's Highly Qualified Teacher written by Jacqueline S. Gill and published by . This book was released on 2015 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study shares the perspectives of eight, current Highly Qualified Teachers (HQT) and provides some insight into the points of view of these teachers who are directly affected by the decisions and policies handed down from lawmakers. There is value in deeply understanding the impact of the requirements set forth by the No Child Left Behind Act of 2001's (NCLB) definition of the Highly Qualified Teacher as it can help shape future policies to better serve the students it is intended to assist. For this study, participants engaged in an in-depth semi-structured interview and provided demographic data and classroom artifacts. The researcher used a basic qualitative research design to present how NCLB's definition of the Highly Qualified Teacher has been/is being interpreted and how it has affected and continues to affect the ways in which educators construct their real-world classrooms. In addition, the researcher sought to: a) ascertain how well current secondary HQTs delineate their proficiency with the subject(s) they teach; b) impart the perspectives of what current secondary HQTs feel it takes to be prepared to enter the classroom; c) convey the perspectives of how current secondary HQTs feel the government's requirements for becoming a HQT helped to prepare them for the realities of the classroom; and d) based on the findings, recommend policy reform to better meet the needs of current and future teachers. The findings of this study revealed that the current definition of the Highly Qualified Teacher, as defined by the No Child Left Behind Act of 2001, is inadequate to meet the needs and challenges of today's classrooms. Based on the data collected for this study, the following six changes to policy were recommended: 1) The language used in the definition of the Highly Qualified Teacher needs to be more specific and the loopholes need to be closed. 2) Policy needs to be informed by Highly Qualified Teachers and educators currently working in the school system. 3) As part of their teacher preparation program, all teacher candidates should be required to engage in student teaching. 4) In addition to the requirement for a four-year degree, all Highly Qualified Teachers must complete a minimum of 12 hours of coursework in the content that they teach. 5) The federal government must set some basic guidelines that all educator programs must follow. One of these guidelines must include a call for the introduction of realistic teaching opportunities. 6) Composite exams should be phased out and replaced by subject specific exams that test for knowledge and depth. The Pedagogical and Professional Responsibilities EC-12 exam must be completely reworked to reflect the realities of teaching. Finally, exam attempts should be capped and uncertified teachers should not be allowed to teach beyond a year.
Download or read book Building on Results written by and published by DIANE Publishing. This book was released on 2007 with total page 46 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author :United States. Congress. House. Committee on Education and the Workforce Publisher : ISBN 13 : Total Pages :56 pages Book Rating :4.F/5 ( download)
Book Synopsis Closing the Achievement Gap in America's Schools by : United States. Congress. House. Committee on Education and the Workforce
Download or read book Closing the Achievement Gap in America's Schools written by United States. Congress. House. Committee on Education and the Workforce and published by . This book was released on 2006 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book No Child Left Behind Act written by and published by . This book was released on 2004 with total page 62 pages. Available in PDF, EPUB and Kindle. Book excerpt:
