NCLB Rules on "Quality" Fall Short

Autor/in	Keller, Bess
Titel	NCLB Rules on "Quality" Fall Short
Quelle	In: Education Week, 26 (2007) 37, S.1 (2 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0277-4232
Schlagwörter	Federal Legislation; Educational Legislation; Teacher Effectiveness; Teacher Qualifications; Federal State Relationship; State Standards; Teacher Recruitment; Rural Schools; Urban Schools; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Bundesrecht; Bildungsrecht; Schulgesetz; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrqualifikation; Bund-Länder-Beziehung; Lehrerrekrutierung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt
Abstract	The end of the school year marks a deadline for states to meet a federal requirement that most teachers be "highly qualified." However, the cutoff holds little threat these days. Even one-time proponents of the provision are conceding their disappointment and are fixing their sights on new ways to raise teacher quality. Advocates vary in how they suggest the teacher-quality mandate of the No Child Left Behind Act has fallen short. On the whole, it has not prompted states to set higher and more sensible requirements with their licensing systems, some say. It has not helped schools get rid of veteran teachers who have not mastered the content they teach, others contend, because states were allowed to set lax standards for teachers on the job when the law passed. Even the requirement for new teachers to pass a subject-area test before stepping in front of a class has been compromised by cutoff scores that differ from state to state, critics maintain. Finally, some argue, the law has hardly addressed the underlying difficulty of ensuring a labor pool deep or skilled enough to serve the most challenging schools. Without significant improvement there, administrators in some districts have been left with unpalatable choices. (ERIC).
Anmerkungen	Editorial Projects in Education. 6935 Arlington Road Suite 100, Bethesda, MD 20814-5233. Tel: 800-346-1834; Tel: 301-280-3100; e-mail: customercare@epe.org; Web site: http://www.edweek.org/info/about/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10