Categories
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Category: NCLB
- 1/1/10 - U.S. Department of Education,
"This blueprint builds on the significant reforms already made in response to the American Recovery and Reinvestment Act of 2009 around four areas: (1) Improving teacher and principal effectiveness to ensure that every classroom has a great teacher and every school has a great leader; (2) Providing information to families to help them evaluate and improve their children’s schools, and to educators to help them improve their students’ learning; (3) Implementing college- and career-ready... - 1/1/06 - Fagan, T.
This report describes problems with the way the funds under the No Child Left Behind Act are made available to schools identified for improvement. - 1/1/08 - National Dropout Prevention Center for Students with Disabilities,
This report summarizes the NDPC-SD’s findings for Indicator 2 across the 50 states, commonwealths and territories, and the Bureau of Indian Education (BIE), for a total of 60 agencies. For the sake of convenience, in this report the term “states” is inclusive of the 50 states, the commonwealths, and the territories, as well as the BIE. The evaluation and comparison of dropout rates for the states was confounded by several issues, which are described in the context of the summary... - 1/1/08 - National Dropout Prevention Center for Students with Disabilities,
This report summarizes the NDPC-SD’s findings for Indicator 1 across the 50 states, commonwealths and territories, and the Bureau of Indian Education (BIE), for a total of 60 agencies. For the sake of convenience, in this report the term “states” is inclusive of the 50 states, the commonwealths, and the territories, as well as the BIE. The evaluation and comparison of graduation rates for the states was confounded by several issues, which are described in the context of the summary... - 1/1/06 - National High School Center,
This policy brief outlines how NCLB relates to high schools. - 1/1/06 - Klare, M.
The purpose of this practice guide is to discuss several of the factors that caused difficulties with states’ data and suggest some practical solutions. The content is designed for state education agency personnel, including special education directors, data managers, and program developers. - 1/1/06 - Melissa Lazarín
This Issue Brief “examines the impact of the No Child Left Behind Act on English language learners. It concludes that, while the law has not been implemented adequately, it holds considerable promise for closing the achievement gap between English language learners and other students. The issue brief also provides a road map for policymakers and school administrators for improving the law’s effectiveness for English language learners.” - 1/1/09 - Caitlin Scott
"This report synthesizes five years of CEP's research on state and local efforts to improve persistently low-performing schools in accordance with the No Child Left Behind Act. CEP conducted this research in six states -- California, Georgia, Maryland, Michigan, New York, and Ohio -- and in 23 districts and 48 schools within those states. The report also makes recommendations for improving federal assistance in this area." - 1/1/07 - U.S. Department of Education,
The purpose of this booklet is to introduce you to the “big ideas” contained in school improvement efforts under NCLB and IDEA, and to provide you with the information you need to help ensure your child can benefit from these efforts. - 1/1/06 - Cortiella, C.
NCLB provisions apply to all students, including those whose disabilities require special education. So it’s important that parents understand the requirements of NCLB. IDEA, in its latest update by Congress, has been more closely aligned with NCLB, making it equally important that parents become familiar with the ways the two laws have been positioned to work together to improve academic achievement of students with disabilities. - 1/1/06 - Cortiella, C.
NCLB provisions apply to all students, including those whose disabilities require special education. So it’s important that parents understand the requirements of NCLB. IDEA, in its latest update by Congress, has been more closely aligned with NCLB, making it equally important that parents become familiar with the ways the two laws have been positioned to work together to improve academic achievement of students with disabilities. - 1/1/07 - Clemencia Consentino de Cohen, Beatriz Chu Clewell
This brief presents research findings as well as policy recommendations arising from a study of the No Child Left Behind Act and its implications for immigrant children and English language learners (ELLs). Analyses are based on nationally-representative data from the Schools and Staffing Survey and detailed case studies of selected elementary schools and school districts serving high concentrations of ELL students. - 1/1/06 - Ann Owens , Sunderman, Gail
At the core of the federal No Child Left Behind Act of 2001 (NCLB) are relatively simple but controversial accountability provisions: all schools and districts must meet state standards by 2014. In this policy brief, the Civil Rights Project reviewed state progress towards meeting the NCLB accountability requirements and found that many schools, once identified as needing improvement, are not moving out of improvement status and new schools continue to be added to the list of schools needing... - 1/1/08 - National Center on Educational Outcomes,
NCEO maintains pages that link to state policies for students with disabilities related to many special topics, including Accommodations, Graduation Requirements, Accountability (including NCLB), etc. - 1/1/06 - California Comprehensive Center,
The American Institutes for Research (AIR), as a partner in the California Comprehensive Center at WestEd, conducted interviews with 16 selected state education agencies (SEA) to determine what supports and interventions states have developed for districts identified for improvement under the No Child Left Behind Act of 2001 (NCLB). This brief paper summarizes the different approaches that the states have taken to support districts in improvement. - 1/1/10 - Center for Mental Health in Schools,
"We begin our analysis with a discussion of the lenses through which systemic problems are viewed by federal policy makers and use the school turnaround models to illustrate the dilemma confronting efforts to enable equity of opportunity. Then, we broaden the analysis to include current priorities for the reauthorization of the Elementary and Secondary Education Act as outlined in the U. S. Department of Education’s A Blueprint for Reform. Our findings highlight the ongoing marginalization...
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