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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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Formulae display:?Mathematical formulae have been encoded as MathML and are displayed in this HTML version using MathJax in order to improve their display. Uncheck the box to turn MathJax off. This feature requires Javascript. Click on a formula to zoom. Abstract It has been asserted that the test-based accountability of No Child Left Behind (NCLB) increased instruction in tested subject areas reading and math, leading to reductions in arts education. We tested this using two waves of data, before and after NCLB implementation, in a difference-in-differences design. The analyses indicated that the total teacher workforce increased substantially during this time period, while the percentage of reading and math educators remained constant, leading to an overall increase in the teacher… Continue Reading →
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eric.ed.gov har udgivet: Under waivers to the No Child Left Behind (NCLB) Act, the federal government required states to identify schools where targeted subgroups of students have the lowest achievement and to implement reforms in these “Focus Schools.” In this study, we examine the Focus School reforms in the state of Kentucky. The reforms in this state are uniquely interesting for several reasons. One is that the state developed unusually explicit guidance for Focus Schools centered on a comprehensive school-planning process. Second, the state identified Focus Schools using a “super subgroup” measure that combined traditionally low-performing subgroups into an umbrella group. This design feature may have catalyzed broader whole-school reforms and attenuated the incentives to target reform efforts narrowly. Using regression discontinuity designs, we find that these reforms led to… Continue Reading →
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