Literaturnachweis - Detailanzeige
| Institution | Education Trust, Washington, DC. |
|---|---|
| Titel | Telling the Whole Truth (or Not) about Highly Qualified Teachers: New State Data |
| Quelle | (2003), (12 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Federal Legislation; Teacher Effectiveness; Academic Achievement; Teacher Education; Accountability; Federal Government; Federal State Relationship; Statewide Planning; Data Collection; Professional Development; State Standards; Reports |
| Abstract | 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.) (ERIC). |
| Anmerkungen | Education Trust. 1250 H Street NW Suite 700, Washington, DC 20005. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www2.edtrust.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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