eric.ed.gov har udgivet: This report is the first in a series of reports describing results from the Center on Education Policy’s (CEP’s) third annual analysis of state testing data. The report provides an update on student performance at the proficient level of achievement, and for the first time, includes data about student performance at the advanced and basic levels. Also included are profiles for each state, which show trends in reading and math for basic, proficient, and advanced levels in elementary, middle, and high school. The study provides an in-depth look at the full range of student performance in order to better understand whether the No Child Left Behind Act’s (NCLB) focus on proficiency has caused teachers to shortchange students at either end of the academic spectrum. Reported findings include:… Continue Reading →
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eric.ed.gov har udgivet: This booklet provides teachers with information about the No Child Left Behind Act and how it supports teachers. It includes an overview of the law’s “highly qualified” teacher provisions as well as information about other aspects of the law. The booklet offers: “Foreword” (letters from the President of the United States and the Secretary of Education); “What is No Child Left Behind?” (the law that ushered in a new era); “What Does ‘Highly Qualified’ Mean for Teachers?”; “Questions Frequently Asked by Teachers” (teacher quality, accountability, testing, reading, scientifically based research, and safe schools); “Resources and Support for Teachers” (supporting America’s teachers, how No Child Left Behind helps English language learners, reading first: a $6 billion investment to improve the reading skills of young children, how No Child… Continue Reading →
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eric.ed.gov har udgivet: This study focuses on flexibility provisions in the Rural Education Achievement Program (REAP) provision of NCLB. Specifically, it addresses REAP Flex, a program that allows rural districts additional control over how to spend portions of their federal funding. REAP Flex is part of a series of NCLB flexibility initiatives aimed at rural schools. The four primary findings of this study were: (1) Half of eligible districts participated in the REAP Flex program; (2) REAP Flex authority was most often used to provide additional funds for services under Title I, Part A. Districts also commonly used REAP Flex to focus on programs related to Title V, Part A (State Grants for Innovative Programs), and Title II, Part D (Educational Technology State Grants). The program funds most commonly used… Continue Reading →
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eric.ed.gov har udgivet: The State-specific summary report serves as an assessment of Massachusetts’ annual Race to the Top implementation. The Year 4 report for Phase 2 grantees highlights successes and accomplishments, identifies challenges, and provides lessons learned from implementation from approximately September 2013 through September 2014. In Year 4, Massachusetts continued to refine its use of the Delivery process to track project implementation within the Massachusetts Department of Elementary and Secondary Education (ESE), gather data on progress, and share updates with senior leadership. The State’s college- and career-readiness initiatives included multiple strategies for supporting educators in meeting the demands of new standards and raising standards for students. In school year (SY) 2013-2014, the State developed and made available a variety of instructional resources, standards-aligned assessments, and curriculum documents to support… Continue Reading →
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eric.ed.gov har udgivet: In 1999, the National Reading Panel investigated arguments regarding how best to teach reading. The members of the panel examined thousands of articles on literacy development and identified six key factors in teaching reading. Further, the passage of No Child Left Behind in 2001 obligated teachers to use scientifically proven practices, or evidence-based practices, supported by research that is both valid and compelling. In 1999, the Association of College Educators-Deaf & Hard of Hearing initiated a review of the literature surrounding practices in the areas of literacy, mathematics, and science. The associations’ researchers identified 20 strategies regarded by the profession to be best practices in literacy, in mathematics, and in science instruction for deaf and hard of hearing students prior to and surrounding the beginning of the… Continue Reading →
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eric.ed.gov har udgivet: In December 2015, President Barack Obama signed the Every Student Succeeds Act (ESSA), which replaced No Child Left Behind (NCLB), as the nation’s major law governing public schools. ESSA retains the requirement that states test all students in reading and math in grades three through eight and once in high school, as well as the requirement that states ensure those tests align with states’ college- and career-ready standards. However, the law makes significant changes to the role of tests in state education systems. For example, ESSA requires states to include a broader set of factors in school accountability systems rather than just test scores; provides funding for states and districts to audit and streamline their testing regimes; and allows states to cap the amount of instructional time… Continue Reading →
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eric.ed.gov har udgivet: Public education has worked to address the needs of all students with disabilities, although it has been a gradual process. The most pivotal change in public education for students with disabilities in general education classrooms dates to the implementation of the federal law, Education for All Handicapped Children Act of 1975, which is now known as the Individuals with Disabilities Education Act (IDEA). The law itself has undergone several revisions over the years from 1975 to 2004, including but not limited to: (1) disability category changes; (2) age group modifications; (3) a name change; and (4) expansion of services. One of the most significant revisions of IDEA pertinent to autism was in 1990 when it was added as a disability category, having not been included in the… Continue Reading →
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eric.ed.gov har udgivet: On February 9, 2012, U.S. Secretary of Education Arne Duncan granted 10 states waivers of key accountability requirements of the Elementary and Secondary Education Act (ESEA), as amended by the No Child Left Behind (NCLB) Act. One year later, applications for this ESEA flexibility, also known as NCLB waivers, had been approved for an additional 24 states and the District of Columbia. States that receive waivers have the flexibility to depart from some of NCLB’s most significant requirements, such as judging school performance against a goal of 100% of students reaching reading and math “proficiency” by 2014 and implementing specific interventions in schools that fall short of performance targets. States with approved waiver applications must meet several new requirements, described below, that relate to standards and assessments,… Continue Reading →
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eric.ed.gov har udgivet: The U.S. Department of Education has given Michigan a rare opportunity to devise new educational systems that better serve our state’s students, families and educators. In return, Washington has agreed to waive some provisions of No Child Left Behind. For instance, states will no longer have to ensure that all students are proficient in reading and math by 2014, so long as they adopt more rigorous academic standards and a meaningful system to support schools while holding them accountable. The consequences of the waiver are high. Michigan’s approved waiver request will impact: (1) How well Michigan’s teachers are able to prepare students to meet new academic standards; (2) The helpfulness and reliability of information the state will provide to parents, students and educators on how well their… Continue Reading →
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eric.ed.gov har udgivet: This is the fourth biennial report to Congress on the implementation of the “Elementary and Secondary Education Act’s” Title III State Formula Grant Program (also known as the English Language Acquisition State Grants Program). This report provides information reported by states to the U.S. Department of Education regarding services provided for children served under Title III to ensure that all limited English proficient (LEP) students attain English proficiency and are achieving in reading or language arts and in mathematics at the same high level set by the states for all students. Under the State Formula Grant Program, states also are accountable for the education of immigrant children and youth. In this report, the U.S. Department of Education presents data reported by the 50 states, the District of… Continue Reading →
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