Gao 06 758 No Child Left Behind Act
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Author | : United States Government Accountability Office |
Publisher | : Createspace Independent Publishing Platform |
Total Pages | : 72 |
Release | : 2018-01-30 |
Genre | : |
ISBN | : 9781984385567 |
GAO-06-758 No Child Left Behind Act: Education Actions Needed to Improve Local Implementation and State Evaluation of Supplemental Educational Services
Author | : Marnie S. Shaul |
Publisher | : |
Total Pages | : 71 |
Release | : 2006 |
Genre | : |
ISBN | : |
The No Child Left Behind Act of 2001 (NCLBA) requires districts with schools that have not met state performance goals for 3 consecutive years to offer their low-income students supplemental educational services (SES), such as tutoring, if these schools receive Title I funds. SES are provided outside of the regular school day by a state-approved provider, with responsibility for implementation shared by states and districts. The U.S. Government Accountability Office (GAO) examined: (1) how SES participation changed between school years 2003-2004 and 2004-2005; (2) how SES providers are working with districts to deliver SES; (3) how states are monitoring and evaluating SES; and (4) how the Department of Education (Education) monitors and supports state implementation of SES. To collect data on SES, GAO surveyed all states and a nationally representative sample of districts with schools required to offer SES. Also, 4 school districts were visited, and 22 SES providers were interviewed. SES-related research was reviewed, and Education staff were interviewed. GAO recommended that Education disseminate information on promising practices used to improve SES implementation, provide states with technical assistance to improve evaluation of SES's effect on student achievement, and expand program flexibility where appropriate. Education generally supported GAO's recommendations. Appended are: (1) Scope and Methodology; (2) Comments from the Department of Education; and (3) GAO Contacts and Staff Acknowledgments. (Contains 10 tables and 7 figures.) [This document was produced by the U.S. Government Accountability Office.].
Author | : |
Publisher | : DIANE Publishing |
Total Pages | : 74 |
Release | : |
Genre | : |
ISBN | : 9781422309346 |
Author | : Cornelia M. Ashby |
Publisher | : DIANE Publishing |
Total Pages | : 60 |
Release | : 2008-07 |
Genre | : Education |
ISBN | : 1437903428 |
Author | : |
Publisher | : DIANE Publishing |
Total Pages | : 50 |
Release | : |
Genre | : |
ISBN | : 9781422325520 |
Author | : United States. Congress. House. Committee on Education and Labor. Subcommittee on Early Childhood, Elementary, and Secondary Education |
Publisher | : |
Total Pages | : 96 |
Release | : 2008 |
Genre | : Electronic government information |
ISBN | : |
Author | : |
Publisher | : DIANE Publishing |
Total Pages | : 50 |
Release | : |
Genre | : |
ISBN | : 9781422325537 |
Author | : George A. Scott |
Publisher | : DIANE Publishing |
Total Pages | : 58 |
Release | : 2011-10 |
Genre | : Education |
ISBN | : 1437988814 |
Author | : Jennifer King Rice |
Publisher | : IAP |
Total Pages | : 276 |
Release | : 2009-01-01 |
Genre | : Education |
ISBN | : 1607528762 |
In this third volume of Research in Education Fiscal Policy and Practice, editors Jennifer King Rice and Christopher Roellke have assembled a diversity of research studies focused on the current policy environment of high stakes accountability and how this context has impacted educators and students at multiple levels of the system. This effort to leverage student performance through high stakes reform has accelerated and intensified considerably since the 2002 reauthorization of the federal Elementary and Secondary Education Act, commonly referred to as No Child Left Behind (NCLB).In order for high stakes accountability reforms to realize their stated aims, targeted schools must have or acquire the resources and capacity to meet prescribed performance standards (Hess, 1999; Malen & Rice, 2005; Mintrop, 2003, 2004; Wong, et al., 1999), yet little systematic research has been assembled to document the implications of high stakes accountability systems on the resources and capacity of schools and school systems. This book aims to fill that gap. With this in mind, authors were asked to pay specific attention to challenges school systems confront as a result of NCLB and other high stakes reforms. The contributing authors were asked to think of policymakers and practitioners at local, state, and national levels as the intended audiences for their work. Our contributors responded with a collection of studies examining the relationship between high stakes reform and school district staffing, the recruitment and distribution of high quality teachers, curriculum making, and the provision of supplemental educational services to children. Our book is organized into three sections. The first provides a framework for assessing the impact of high stakes accountability policy on school capacity and also addresses implementation challenges at both state and local levels. The second section focuses on the impact of federal and state policymaking on teacher staffing and workplace conditions. The final section includes three chapters that provide a range of critiques on federal policymaking, including legal challenges to NCLB.
Author | : Jennifer Sloan McCombs |
Publisher | : Rand Corporation |
Total Pages | : 309 |
Release | : 2009-10-15 |
Genre | : Education |
ISBN | : 0833049402 |
The New York City Department of Education asked RAND to conduct an independent longitudinal evaluation of its 5th-grade promotion policy. The findings of that study, conducted between March 2006 and August 2009, provide a comprehensive view of the policy's implementation and its impact on student outcomes, particularly for students at risk of retention and those who were retained in grade.