Steep Climb to NCLB Goal for 23 States

Autor/in	Hoff, David J.
Titel	Steep Climb to NCLB Goal for 23 States
Quelle	In: Education Week, 27 (2008) 39, S.1 (2 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0277-4232
Schlagwörter	Federal Legislation; Educational Improvement; Achievement Gains; Academic Achievement; Scoring; Student Evaluation; Intervention; Accountability; Reading Tests; Mathematics Tests + Suchen Sie Ihr Suchwort? Bundesrecht; Teaching improvement; Unterrichtsentwicklung; Achievement gain; Leistungssteigerung; Schulleistung; Bewertung; Schulnote; Studentische Bewertung; Verantwortung; Lesetest
Abstract	With the congressional effort to reauthorize the No Child Left Behind Act at a standstill, schools and districts will need to stay on target toward the law's goal of 100 percent proficiency in reading and mathematics in the next six years--or else face sanctions or interventions. That process will be especially hard in 23 states that made the achievement targets relatively easy to meet in the first years of implementing the 6-year-old federal law. Starting with the current school year, schools and districts in those states will have to make annual gains of 10 percentage points or more in the proportion of students scoring as proficient in those subjects, says a report released in May. The process of determining whether a school makes adequate yearly progress, or AYP, under the federal law is so complicated that it's impossible to estimate how many schools will fail to meet their AYP targets because their state will require these more-extensive achievement gains, said Jack Jennings, the president of the Center on Education Policy, the Washington research group that produced the report, in an interview. But it's clear, he added, that dozens--perhaps hundreds--of schools will fail to meet goals established in states that assumed that schools would be ready to make dramatic increases in student achievement in the years closer to the deadline. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10