Sign Up Now
Get instant access to over 1 million+ study documents
OR
Already registered? click here to login
By creating your account, you agree to our terms of service, privacy policy and student honor code.
No Child Left Behind Act (NCLB) was signed into law by President Bush in 2002 as a reauthorization of the Elementary and Secondary Education Act (ESEA) that was enacted in 1965 and re-enacted in 1994. The Elementary and Secondary Act also encompasses Title I, which is significant as it provides additional support for students who are disadvantaged, a factor that is often prominent in discussion of overall student performance in the United States. The nation has given considerable attention to ESEA as it has established more stringent and ambitious standards on public school, professional educators, and the students who attend public schools in the United States. Moreover, the role of the government has been expended through the act to ensure that underprivileged children receive equitable educational opportunities.
The No Child Left Behind (NCLB) Act was intended to improve student achievement and applied a four-pronged approach to the ensuring educational progress along those lines: 1) The instructional methods used in schools must be evidence-based; 2) parents are to be given options for the education of their children; 3) growth targets are to be established by individual schools and states; and, 4) schools are held accountable for hiring and supervising qualified teachers, and for the performance...
One area of research that should receive future attention from the United States Department of Education and education research think tanks across the country is the impact of allowing flexibility in the way in which teachers demonstrate that they are highly qualified. During 2005-2006, U.S. public schools were required to demonstrate that all teachers were highly qualified, and a set of flexible standards was published (Ballard & Bates, 2008). Highly qualified teachers must hold bachelor's degrees, have full state certification or licensure, and prove that they know each subject they teach (Ballard & Bates, 2008). NCLB requires states to assess the degree to which all students -- particularly disadvantaged and minority students -- have highly qualified teachers, and schools must submit reports about their progress in meeting these goals (Ballard & Bates, 2008; Linn, et al., 2002). NCLB permits states to explore different ways for current teachers to demonstrate their competency in subject matter and thereby meet the highly qualified…
Resources
____. (2004, March). NCLB / Proven Methods: New No Child Left Behind Flexibility: Highly Qualified Teachers. U.S. Department of Education. Retrieved from http://www2.ed.gov/nclb/methods/teachers/hqtflexibility.html
Ballard, K. & Bates, A. (2008, December). Making a Connection between Student Achievement, Teacher Accountability, and Quality Classroom Instruction. The Qualitative Report, 13(4), 560-580. Retrieved from http://www.nova.edu/ssss/QR/QR13-4/ballard.pdf
Linn, R.L., Baker, E.L., & Betebenner, D.W. (2002, August-September). Accountability systems: Implications of requirements of the No Child Left behind Act of 2001. Educational Researcher, 31(6), 3 -- 16. doi:10.3102/0013189x031006003.
Hanushek, E.A. & Rivkin, S.G. (2010, Summer). The quality and distribution of teachers under the No Child Left Behind Act. The Journal of Economic Perspectives, 24(3), 133 -- 150. Retrieved from http://www.jstor.org/discover/10.2307/20799159?sid=21106017561773&uid=4&uid=3739256&uid=2&uid=3739920
Education Apex Middle School, part of the wake county public school system in Raleigh, NC has implemented a rigorous curriculum for grades 6, 7 and 8. The curriculum for Apex Middle School includes the following: Language Arts, Math, Science, Social Studies, Computer Education, Health and Physical Education (Wake, 2003). The objectives of each of these programs are stated below. The Apex Middle School curriculum and objectives outlined in this paper are
Nearly all failing schools fit this description (Six Secrets of School Success 2000)." If a country is to overcome educational problems, they must take into account the mentality that poverty creates and how that mentality deteriorates the wherewithal to do well in school. Although poverty is the issue that affects most underachieving schools, the idea of the super head was conceived as the answer to poorly performing schools. According to
Education There is no subject that exists in isolation of others. This is especially true for social studies, which is inherently cross disciplinary. Social studies encompass economics, politics, sociology, history, geography, religion, and culture. Cross-curricular integration allows students to see the inter-connectedness between the Social Studies and the other subject areas in the school curriculum. The following analysis of a course on Trinidad and Tobago provides a detailed example of how
Introduction Paulo Freire rejected the traditional method of teaching, which consists mainly of passive learning, and advocated a more active learning approach. The style of learning he said worked best at shaping students was something similar to the Socratic method of dialogue and inquiry. This made students more engaged. Instead of sitting in their desks like passive receptacles waiting for information to be downloaded into their brains, they become more like participants
Educational Inequity Culture and education are inherently linked (Adams, 1992; Gay, 2000, Jones 2004; Wlodkcowski & Ginsberg, 1995 in: Guo and Jamal, 2007) In order to understand impact of diversity in the educational setting, Guo and Jamal write that it appears necessary to "first define some key terms, including culture and cultural diversity. Culture can be defined as a dynamic system of values, beliefs and behaviors that influence how people experience
Education in America The seventeenth century has been called, as an age of faith, and for the colonists a preoccupation with religion, as probably right. The religious rebel of the sixteenth century was severe and shaking as its impact was felt both on the continent as well as in America. However, intelligent Americans of the seventeenth century thought and realized that education could, and may be should, be a handmaiden