The Accountability Illusion: Nevada

Institution	Thomas B. Fordham Institute
Titel	The Accountability Illusion: Nevada
Quelle	(2009), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Federal Legislation; Educational Improvement; Educational Indicators; Federal Programs; Intervals; Accountability; Limited English Speaking; Educational Legislation; Reading Achievement; Mathematics Achievement; State Government; Educational Policy; State Standards; Disabilities; Comparative Analysis; Cutting Scores; Student Diversity; Elementary Schools; Middle Schools; Predictor Variables; English (Second Language); Hispanic American Students; African American Students; White Students; American Indians; Asian American Students; Pacific Islanders; Low Income Groups; Institutional Characteristics; Student Subcultures; Low Achievement; Academic Failure; At Risk Students; Nevada + Suchen Sie Ihr Suchwort? Bundesrecht; Teaching improvement; Unterrichtsentwicklung; Educational indicato; Bildungsindikator; Verantwortung; Bildungsrecht; Schulgesetz; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Bund-Länder-Beziehung; Politics of education; Bildungspolitik; Handicap; Behinderung; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; Prädiktor; English as second language; English; Second Language; Englisch als Zweitsprache; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; American Indian; Indianer; Asian immigrant; United States; Asiatischer Einwanderer; USA; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Unterdurchschnittliche Leistung
Abstract	The intent of the No Child Left Behind (NCLB) Act of 2001 is to hold schools accountable for ensuring that all their students achieve mastery in reading and math, with a particular focus on groups that have traditionally been left behind. Under NCLB, states submit accountability plans to the U.S. Department of Education detailing the rules and policies to be used in tracking the adequate yearly progress (AYP) of schools toward these goals. This report examines Nevada's NCLB accountability system, particularly how its various rules, criteria and practices result in schools either making AYP, or not making AYP. It also gauges how tough Nevada's system is compared with other states. Nevada's definitions of proficiency generally ranked at or above average compared to the standards set by other states in the study, meaning that students had to perform at a higher level in order to be deemed proficient in Nevada. Nevada's minimum subgroup size is relatively small, resulting in more subgroups being held separately accountable in Nevada than would be in other states. These factors join to impact overall ranking. Compared to the other 27 states examined, Nevada places in the lower end of the distribution in terms of the number of schools making AYP. The report concludes that although in some respects, Nevada's NCLB accountability system is working as intended by the legislation, NCLB shortcomings are also evident, and should be considerations for Congress in future reauthorizations of the act. (Contains 10 footnotes, 6 figures, and 6 tables.) [For "The Accountability Illusion," see ED504712. For individual state reports, see ED504680-ED504694, ED504711, and ED504719.] (ERIC).
Anmerkungen	Thomas B. Fordham Foundation & Institute. 1701 K Street NW Suite 1000, Washington, DC 20006. Tel: 202-223-5452; Fax: 202-223-9226; e-mail: backtalk@edexcellence.net; Web site: http://www.edexcellence.net/foundation/publication/index.cfm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10