Telling the Whole Truth (or Not) about Highly Qualified Teachers PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Telling the Whole Truth (or Not) about Highly Qualified Teachers PDF full book. Access full book title Telling the Whole Truth (or Not) about Highly Qualified Teachers by Education Trust, Washington, DC.. Download full books in PDF and EPUB format.
Author: Education Trust, Washington, DC.
Publisher:
ISBN:
Category :
Languages : en
Pages : 12
Get Book Here
Book Description
Implementation of the "No Child Left Behind Act" for the first time, required states to hold every school and district accountable to the same standards of academic performance, standards that apply to all students, including the low-income and minority students who have been traditionally underserved. Because states must report their progress to the public against those standards, more is now known about both overall achievement and gaps between different groups of students. In raising expectations for all students, expectations for the dedicated individuals who have devoted their careers to the preparation of young people are also being raised. Regardless of their desire to help their students meet high standards, many teachers have not been adequately prepared for this challenge. This is what makes collecting teacher quality data such a critical step toward helping students and their teachers. This data enables states and districts to target professional development and other resources so that teachers can get the support they deserve to become the teachers students need. In September 2003, every state was required to file a report with the U.S. Department of Education, providing basic information on highly qualified teachers in their state, among other important issues. In many states, it was the very first time this data had ever been made public. Analysis of the September 2003 filings reveals some encouraging findings and others that are highly disturbing. Some states appear to have taken the reporting provisions to heart, working hard to provide an honest accounting of where they are and where they need to improve. Other states took a different track and simply did not report any data. The federal government has a critical responsibility to serve as more than just a conduit for state-reported data of dubious value. It needs to provide clear guidance on what is required. It also needs to insist that the data meet basic standards of validity and reliability, and show a good-faith compliance with the letter and clear intent of the law. (Contains 2 tables and 25 endnotes.).
Author: Education Trust, Washington, DC.
Publisher:
ISBN:
Category :
Languages : en
Pages : 12
Get Book Here
Book Description
Implementation of the "No Child Left Behind Act" for the first time, required states to hold every school and district accountable to the same standards of academic performance, standards that apply to all students, including the low-income and minority students who have been traditionally underserved. Because states must report their progress to the public against those standards, more is now known about both overall achievement and gaps between different groups of students. In raising expectations for all students, expectations for the dedicated individuals who have devoted their careers to the preparation of young people are also being raised. Regardless of their desire to help their students meet high standards, many teachers have not been adequately prepared for this challenge. This is what makes collecting teacher quality data such a critical step toward helping students and their teachers. This data enables states and districts to target professional development and other resources so that teachers can get the support they deserve to become the teachers students need. In September 2003, every state was required to file a report with the U.S. Department of Education, providing basic information on highly qualified teachers in their state, among other important issues. In many states, it was the very first time this data had ever been made public. Analysis of the September 2003 filings reveals some encouraging findings and others that are highly disturbing. Some states appear to have taken the reporting provisions to heart, working hard to provide an honest accounting of where they are and where they need to improve. Other states took a different track and simply did not report any data. The federal government has a critical responsibility to serve as more than just a conduit for state-reported data of dubious value. It needs to provide clear guidance on what is required. It also needs to insist that the data meet basic standards of validity and reliability, and show a good-faith compliance with the letter and clear intent of the law. (Contains 2 tables and 25 endnotes.).
Author: Education Trust (American Association for Higher Education)
Publisher:
ISBN:
Category : Teacher effectiveness
Languages : en
Pages : 12
Get Book Here
Book Description
Author: Randy Pausch
Publisher:
ISBN: 9780340978504
Category : Cancer
Languages : en
Pages : 0
Get Book Here
Book Description
The author, a computer science professor diagnosed with terminal cancer, explores his life, the lessons that he has learned, how he has worked to achieve his childhood dreams, and the effect of his diagnosis on him and his family.
Author:
Publisher: DIANE Publishing
ISBN: 1428925392
Category : Academic achievement
Languages : en
Pages : 144
Get Book Here
Book Description
Author: United States. Congress. House. Committee on Education and Labor
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 112
Get Book Here
Book Description
Author: John E. Chubb
Publisher: Rowman & Littlefield
ISBN: 9780742548886
Category : Education
Languages : en
Pages : 238
Get Book Here
Book Description
Within Our Reach presents a mid-term assessment of the Bush Administration's No Child Left Behind Act. Seeking to protect this historic legislation from its enemies while fixing its shortcomings, the members of the Hoover Institution's Koret Task Force on K-12 Education offer recommendations for changes in NCLB aimed at ensuring that its ambitious goals for America's children and schools can be reached.
Author: Jennifer King Rice
Publisher: IAP
ISBN: 1607528762
Category : Education
Languages : en
Pages : 276
Get Book Here
Book Description
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: Alan R. Sadovnik
Publisher: Routledge
ISBN: 131540852X
Category : Education
Languages : en
Pages : 878
Get Book Here
Book Description
This much-anticipated fifth edition of Exploring Education offers an alternative to traditional foundations texts by combining a point-of-view analysis with primary source readings. Pre- and in-service teachers will find a solid introduction to the foundations disciplines -- history, philosophy, politics, and sociology of education -- and their application to educational issues, including school organization and teaching, curriculum and pedagogic practices, education and inequality, and school reform and improvement. This edition features substantive updates, including additions to the discussion of neo-liberal educational policy, recent debates about teacher diversity, updated data and research, and new selections of historical and contemporary readings. At a time when foundations of education are marginalized in many teacher education programs and teacher education reform pushes scripted approaches to curriculum and instruction, Exploring Education helps teachers to think critically about the "what" and "why" behind the most pressing issues in contemporary education.
Author: Paul Manna
Publisher: CQ Press
ISBN: 1483366510
Category : Political Science
Languages : en
Pages : 225
Get Book Here
Book Description
What happens when federal officials try to accomplish goals that depend on the resources and efforts of state and local governments? Focusing on the nation's experience with the No Child Left Behind Act (NCLB), Manna's engaging case study considers just that question. Beyond the administrative challenges NCLB unleashed, Collision Course examines the dynamics at work when federal policymakers hold state and local governments accountable for results. Ambitions for higher performance collide with governing structures and practices. Were the collisions valuable for their potential to transform education policy, or has the law inflicted too much damage on state and local institutions responsible for educating the nation's youth? The results have been both positive and negative. As Manna points to increased capabilities in states and localities, he also looks at expanded bureaucratic requirements. Collision Course offers a balanced and in-depth assessment of a policy that has sparked heated debate over a broad expanse of time- from NCLB's adoption through its implementation to the Obama administration's attempts to shift away. Federalism, the policymaking process, and the complexity of education policy all get their due in this accessible and analytical supplement.
Author: Alan R. Sadovnik
Publisher: Routledge
ISBN: 1135916888
Category : Education
Languages : en
Pages : 421
Get Book Here
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.
