Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 85

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Book Description

Author:
Publisher:
ISBN:
Category : Federal aid to education
Languages : en
Pages : 212

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Book Description

Author:
Publisher:
ISBN:
Category : Educational accountability
Languages : en
Pages : 265

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Book Description

Author: Brian Gill
Publisher:
ISBN:
Category :
Languages : en
Pages : 112

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Book Description
This report presents findings on the implementation of parental choice options from the first year of the National Longitudinal Study of "No Child Left Behind" (NLS-"NCLB") and the Study of State Implementation of Accountability and Teacher Quality Under "No Child Left Behind" (SSI-"NCLB"). The report uses data from state-level interviews, from surveys of a nationally representative sample of district officials, principals, and teachers, surveys of parents in eight school districts, surveys of supplemental educational service providers in 16 districts, and student-level demographic and achievement data in nine districts, to examine the implementation across the country of the school choice and supplemental educational service components of Title I through 2004-05. This report addresses three broad areas in evaluating the Title I provisions for providing school choice and supplemental services for students in low-performing schools: (1) Who is eligible to participate in parental school choice and supplemental educational services under Title I of "NCLB," what choices are made available, and who participates? (2) How are states, districts and schools providing information to make parents aware of their options? What information do parents have and use to make decisions about their school choice and supplemental service options? and (3) How do states, districts, and schools support, monitor, and collaborate in the implementation of supplemental educational services under Title I? Two appendixes are included: (1) Description of NLS-"NCLB" and SSI-"NCLB" Methodologies; and (2) Standard Error Exhibits. (Contains 77 exhibits.).

Author:
Publisher:
ISBN:
Category : Educational accountability
Languages : en
Pages : 178

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Book Description

Author:
Publisher:
ISBN:
Category : Federal aid to education
Languages : en
Pages : 178

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Book Description

Author: Paul E. Peterson
Publisher: Rowman & Littlefield
ISBN: 9780815796206
Category : Education
Languages : en
Pages : 364

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Book Description
The 2002 No Child Left Behind Act is the most important legislation in American education since the 1960s. The law requires states to put into place a set of standards together with a comprehensive testing plan designed to ensure these standards are met. Students at schools that fail to meet those standards may leave for other schools, and schools not progressing adequately become subject to reorganization. The significance of the law lies less with federal dollar contributions than with the direction it gives to federal, state, and local school spending. It helps codify the movement toward common standards and school accountability. Yet NCLB will not transform American schools overnight. The first scholarly assessment of the new legislation, No Child Left Behind? breaks new ground in the ongoing debate over accountability. Contributors examine the law's origins, the political and social forces that gave it shape, the potential issues that will surface with its implementation, and finally, the law's likely consequences for American education.

Author: United States Government Accountability Office
Publisher: Createspace Independent Publishing Platform
ISBN: 9781984385567
Category :
Languages : en
Pages : 72

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Book Description
GAO-06-758 No Child Left Behind Act: Education Actions Needed to Improve Local Implementation and State Evaluation of Supplemental Educational Services

Author: Georges Vernez
Publisher:
ISBN:
Category : Federal aid to education
Languages : en
Pages : 243

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Book Description

Author: Adam Gamoran
Publisher: Rowman & Littlefield
ISBN: 0815730349
Category : Education
Languages : en
Pages : 350

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Book Description
The No Child Left Behind Act (NCLB) is the latest in more than two decades of federal efforts to raise educational standards and an even longer stream of initiatives to improve education for poor children. What lessons can we draw from these earlier efforts to help NCLB achieve its goals? In Standards-Based Reform and the Poverty Gap, leading scholars in sociology, economics, psychology, and education policy take on this critical question. Armed with the latest data and up-to-date research syntheses, the authors show that standards-based reform has had some positive effects, particularly in the area of teacher quality. Moreover, some of the critics' greatest fears have not been realized: for example, retention rates have not shot upward. Yet the overall pace of improvement has been slow, owing in part to poor implementation. Based on these findings, the contributors offer recommendations for the implementation and impending reauthorization of NCLB. These proposals, such as national testing and a rethinking of achievement targets, are sure to be at the center of the upcoming debate. Contributors include Thomas Dee, Laura Desimone, George Farkas, Barbara Foorman, Brian Jacob, Robert M. Hauser, Paul Hill, Tom Loveless, Meredith Phillips, Andrew C. Porter, and Thomas Smith.