They computed a variety of measures to determine whether there was in fact a narrowing of a gap between teacher qualifications across wealthier and poorer schools and found that there was. This narrowing -- indicative of changes in hiring practices and policies as a result in NCLB, was positively correlated with improved test scores in those districts with higher poverty populations. The researcher felt there was some possibility, as indicated

Impact on Equity One major point regarding equity as applied to performance-based assessment is made by Yale Professor Emeritus Edmund Gordon (Dietel, Herman and Knuth, 1991). "We begin with the conviction that it is desirable that attention be given to questions of equity early in the development of an assessment process rather than as an add-on near the end of such work....The task then is to find assessment probes (test items)

Through these tests there has been an overall improvement in the quality of education as it requires schools to improve their performance, and if they fail to meet the AYP for two or more years it has to offer its eligible students a chance to transfer to high performing schools. How should teachers/educators be held accountable for student learning? It has undoubtedly been proved that effective teachers play an active role in

E. ELL students in public schools. Data provided in the literature demonstrates that by 2030, more than half of all students in American public schools will speak a language other than English (Devoe, 35). In some schools the total number of students whose first language is not English is much higher. Specifically, Devoe reports that in Lawrence, Massachusetts more than 90% of all children enrolled in public schools are ELLs.

NCLB Mandates And The Governments That Impose Them No Child Left Behind (NCLB): The fiscal and budgetary impact on public organizations Traditionally, public education has been left to the governance of state and local authorities. However, in creating the mandate of No Child Left Behind (NCLB), the federal government extended unprecedented authority over the ability of states to set minimal standards for student achievement and what was considered a failing school. Although not

Thus, the most effective way to achieve English proficiency in an ELL student is by presenting content-based earning that also requires development of English skills (Laturnau 2002). Regular assessment of ELL progress in the student can result in content-based curricula that is at once accessible yet challenging to the student, improving performance on standards-based instructional measurements as well as increasing language proficiency (Laturnau 2002; SIOP 2009). In this way,