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Author: Lisa Leardi Publisher: ISBN: 9781369188103 Category : Languages : en Pages : 130
Book Description
The federal role in educational policy has increased and endured. The definitive shift from the government's decentralized role in education to today's ringleader, dictating policy and practice, is a massive change that has taken place in less than a generation's time. To examine educational reform and its current state, one must have a historical understanding and an understanding of policy analysis at the grand level. Large-scale assessments are the keystone of accountability under NCLB, and are a required piece when defining AYP. In contrast, very little attention has been given to NCLB's requirements of high school graduation. The U.S. spends considerably more funds collecting and confirming test data than is used to precisely assess whether students graduate. Researchers claim that commonly cited statistics on high school graduation are completely inaccurate and there has been minimal research conducted on the procedures, consistency and benchmarking of school enrollment and graduation data. In the interest of accountability and accuracy, the understanding and reporting of graduation rates are of particular importance due to changing demographics, federal mandates, preparing students for college and careers and increased political and social pressure to decrease the number of dropouts. Up until NCLB, there was little or no federal overseeing of graduation rate reports for accuracy. NCLB is responsible for the Adjusted Cohort Graduation Rate (ACGR), which is the current metric used for collecting and calculating graduation rates. The ACGR was implemented during the 2011--2012 and has provided three years of national and state graduation data. Studying the graduation rate requires a thorough understanding of a range of data sources, federal and state policies and current practice.
Author: Lisa Leardi Publisher: ISBN: 9781369188103 Category : Languages : en Pages : 130
Book Description
The federal role in educational policy has increased and endured. The definitive shift from the government's decentralized role in education to today's ringleader, dictating policy and practice, is a massive change that has taken place in less than a generation's time. To examine educational reform and its current state, one must have a historical understanding and an understanding of policy analysis at the grand level. Large-scale assessments are the keystone of accountability under NCLB, and are a required piece when defining AYP. In contrast, very little attention has been given to NCLB's requirements of high school graduation. The U.S. spends considerably more funds collecting and confirming test data than is used to precisely assess whether students graduate. Researchers claim that commonly cited statistics on high school graduation are completely inaccurate and there has been minimal research conducted on the procedures, consistency and benchmarking of school enrollment and graduation data. In the interest of accountability and accuracy, the understanding and reporting of graduation rates are of particular importance due to changing demographics, federal mandates, preparing students for college and careers and increased political and social pressure to decrease the number of dropouts. Up until NCLB, there was little or no federal overseeing of graduation rate reports for accuracy. NCLB is responsible for the Adjusted Cohort Graduation Rate (ACGR), which is the current metric used for collecting and calculating graduation rates. The ACGR was implemented during the 2011--2012 and has provided three years of national and state graduation data. Studying the graduation rate requires a thorough understanding of a range of data sources, federal and state policies and current practice.
Author: Deborah Meier Publisher: Beacon Press ISBN: 0807004596 Category : Education Languages : en Pages : 117
Book Description
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.
Author: National Academy of Education Publisher: National Academies Press ISBN: 0309163072 Category : Education Languages : en Pages : 154
Book Description
High school graduation and dropout rates have long been used as indicators of educational system productivity and effectiveness and of social and economic well being. While determining these rates may seem like a straightforward task, their calculation is in fact quite complicated. How does one count a student who leaves a regular high school but later completes a GED? How does one count a student who spends most of his/her high school years at one school and then transfers to another? If the student graduates, which school should receive credit? If the student drops out, which school should take responsibility? High School Dropout, Graduation, and Completion Rates addresses these issues and to examine (1) the strengths, limitations, accuracy, and utility of the available dropout and completion measures; (2) the state of the art with respect to longitudinal data systems; and (3) ways that dropout and completion rates can be used to improve policy and practice.
Author: US Government Accountability Office Publisher: ISBN: Category : Languages : en Pages : 67
Book Description
About a third of students entering high school do not graduate and face limited job prospects. The No Child Left Behind Act requires states to use graduation rates to measure how well students are educated. To assess the accuracy of states' rates and to review programs that may increase rates, GAO was asked to examine (1) the graduation rate definitions states use and how the Department of Education (Education) helped states meet legal requirements, (2) the factors that affect the accuracy of states' rates and Education's role in ensuring accurate data, and (3) interventions with the potential to increase graduation rates and how Education enhanced and disseminated knowledge of intervention research. As of July 2005, 12 states used a graduation rate definition--referred to as the cohort definition--that tracks students from when they enter high school to when they leave, and by school year 2007-08 a majority plan to use this definition. Thirty-two states used a definition based primarily on the number of dropouts over a 4-year period and graduates. The remaining states used other definitions. GAO recommends Education provide information to all states on ways to account for different types of students in graduation rate calculations, assess the reliability of state data used to calculate interim rates, and establish a timetable to implement the recommendation in GAO's 2002 report to evaluate research and also to disseminate such research. Education agreed with GAO's recommendations on accounting for different types of students and the need for research.
Author: Christine O. Wolfe Publisher: ISBN: Category : Languages : en Pages : 21
Book Description
The purpose of this paper is to promote clearer understanding of the graduation-rate debate by distilling the policy developments and controversy surrounding the measurement of these rates over the last decade. The paper concludes with a discussion of the move toward a federally mandated common metric for graduation rates. The No Child Left Behind (NCLB) Act of 2001 required states to include such rates as a factor when making "Adequate Yearly Progress" (AYP) determinations for high schools. Yet it allowed great discretion in how graduation rates were measured and how much progress states had to make over time. This in turn led to growing interest in a common graduation-rate measure for all states, a goal that was embraced by the governors several years ago and then codified into federal regulations in 2008. In some respects, this means that the original "graduation-rate debate" has been settled, in terms of measures and metrics for state, district, and school graduation rates. But there's a new debate on the horizon--whether and how to use those rates as a part of school accountability systems. Is it possible to do so without creating a new set of unintended consequences? What does it mean to be a "high school graduate" anyway? This paper answers these questions. Appended are: (1) Additional Graduation-Rate Data; and (2) Glossary. (Contains 5 figures, 6 tables, and 56 endnotes.) [This report was a joint venture between the Thomas B. Fordham Institute and its sister organization the Thomas B. Fordham Foundation.].
Author: Alan R. Sadovnik Publisher: Routledge ISBN: 1135916888 Category : Education Languages : en Pages : 421
Book Description
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.
Author: Steven C. Ward Publisher: Routledge ISBN: 1136479201 Category : Education Languages : en Pages : 289
Book Description
This book examines the influence of neoliberal ideas and practices on the way knowledge has been conceptualized, produced, and disseminated over the last few decades at different levels of public education and in various national contexts around the world.
Author: United States Government Accountability Office Publisher: Createspace Independent Publishing Platform ISBN: 9781984379122 Category : Languages : en Pages : 68
Book Description
GAO-05-879 No Child Left Behind Act: Education Could Do More to Help States Better Define Graduation Rates and Improve Knowledge about Intervention Strategies
Author: Lisa Leardi
Author: Lisa Leardi
Author: Deborah Meier
Author: National Academy of Education
Author: 
Author: US Government Accountability Office
Author: Christine O. Wolfe
Author: Alan R. Sadovnik
Author: Steven C. Ward
Author: 
Author: United States Government Accountability Office