State And Local Implementation Of The No Child Left Behind Act Volume I
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State And Local Implementation Of The No Child Left Behind Act Volume I
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Author : Ron Zimmer
language : en
Publisher:
Release Date : 2007
State And Local Implementation Of The No Child Left Behind Act Volume I written by Ron Zimmer and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2007 with categories.
This report presents findings about the relationship between participation in the Title I school choice and supplemental educational services options and student achievement from the National Longitudinal Study of "No Child Left Behind" (NLS-"NCLB"). A key component of the "No Child Left Behind Act of 2001" ("NCLB") was to provide options to parents whose children had been attending Title I schools identified for improvement, corrective action, or restructuring due to failure to achieve adequate yearly progress toward meeting state standards for two or more years. Under "NCLB," parents have the option of: (1) transferring their children to another school in the district that is not in need of improvement; or (2) enrolling their children in supplemental education services (e.g., tutoring, remediation, or other academic instruction) in addition to instruction provided during the school day. This study used data from nine large, urban school districts to examine the characteristics of students participating in the two options and the resulting impact on student achievement. The study found the following: that participation was highest in elementary grades; that African-American students had the highest participation rates of all racial and ethnic groups; that participating students had lower achievement levels than eligible but nonparticipating students; that students who transferred tended to transfer to higher-achieving, racially balanced schools; and that there was no statistically significant (positive or negative) effect on achievement among students participating in the two options. In sum, although participation rates were not high, the users of the two Title I parental options came from the disadvantaged populations that "NCLB" is intended to target. Appendix A provides a description of the nine-district data set. Appendix B presents the full results of the alternative analyses of the school choice option, comparing achievement gains of current and future choosers. Appendix C presents a meta-analysis of effects of Title I school choice and supplemental educational services. The information in this report was provided through the congressionally mandated National Longitudinal Study of "No Child Left Behind" (NLS-"NCLB"), which was conducted by the RAND Corporation and the American Institutes for Research. (Contains 23 exhibits.) [This report was prepared for Policy and Program Studies Service, Office of Planning, Evaluation and Policy Development, US Department of Education.].
State And Local Implementation Of The No Child Left Behind Act
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Author : Georges Vernez
language : en
Publisher:
Release Date : 2009
State And Local Implementation Of The No Child Left Behind Act written by Georges Vernez and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2009 with Federal aid to education categories.
State And Local Implementation Of The No Child Left Behind Act Volume Iv
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Author : Brian Gill
language : en
Publisher:
Release Date : 2008
State And Local Implementation Of The No Child Left Behind Act Volume Iv written by Brian Gill and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2008 with categories.
This report presents findings on the implementation of parental choice options from the first year of the National Longitudinal Study of "No Child Left Behind" (NLS-"NCLB") and the Study of State Implementation of Accountability and Teacher Quality Under "No Child Left Behind" (SSI-"NCLB"). The report uses data from state-level interviews, from surveys of a nationally representative sample of district officials, principals, and teachers, surveys of parents in eight school districts, surveys of supplemental educational service providers in 16 districts, and student-level demographic and achievement data in nine districts, to examine the implementation across the country of the school choice and supplemental educational service components of Title I through 2004-05. This report addresses three broad areas in evaluating the Title I provisions for providing school choice and supplemental services for students in low-performing schools: (1) Who is eligible to participate in parental school choice and supplemental educational services under Title I of "NCLB," what choices are made available, and who participates? (2) How are states, districts and schools providing information to make parents aware of their options? What information do parents have and use to make decisions about their school choice and supplemental service options? and (3) How do states, districts, and schools support, monitor, and collaborate in the implementation of supplemental educational services under Title I? Two appendixes are included: (1) Description of NLS-"NCLB" and SSI-"NCLB" Methodologies; and (2) Standard Error Exhibits. (Contains 77 exhibits.).
State And Local Implementation Of The No Child Left Behind Act
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Author :
language : en
Publisher:
Release Date : 2007
State And Local Implementation Of The No Child Left Behind Act written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2007 with Federal aid to education categories.
State And Local Implementation Of The No Child Left Behind Act Volume Vii
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Author : Georges Vernez
language : en
Publisher:
Release Date : 2009
State And Local Implementation Of The No Child Left Behind Act Volume Vii written by Georges Vernez and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2009 with categories.
This report presents trends on the implementation of Title I parental choice options from the National Longitudinal Study of No Child Left Behind (NLS-NCLB) and the Study of State Implementation of Accountability and Teacher Quality Under No Child Left Behind (SSI-NCLB). The report uses data from state-level interviews; surveys of a nationally representative sample of district officials, principals and teachers; surveys of parents in eight school districts; and surveys of supplemental educational service providers in 16 districts to examine the implementation across the country of the school choice and supplemental educational service components of Title I through 2006-07. It is based on data collected in 2004-05 and 2006-07, updating findings from the interim report that was based on data collected in 2004-05. Most districts reported that they offered Title I public school choice and supplemental educational services if they were required to do so, and the number of students participating in both options increased substantially from the initial implementation of NCLB to the most recent year with available data. However, only a small proportion of eligible students actually participated in school choice or supplemental educational services, and participation rates have remained relatively constant. Four notable issues appeared to continue to contribute to low participation rates, in spite of the progress that had been made on some of these issues: (1) Supply of options for both Title I public school choice and supplemental educational services was limited at the secondary level; (2) Approximately half of districts continued to be unable to notify parents of students eligible for Title I public school choice of that option before the beginning of the school year; (3) A majority of parents of students eligible for Title I public school choice and more than one-third of parents of students eligible for supplemental educational services continued to say they were not notified of those options, even though the districts documented that written notifications had been sent out; and (4) Even when parents said they were notified, nine out of 10 parents of students eligible for Title I public school choice and nearly half of parents of students eligible for Title I supplemental educational services chose not to participate, primarily due to satisfaction with the child's current school. The report concludes that, although there continue to be issues around availability of Title I public school choice and supplemental educational services and timely notification of and communication with parents, it is parents of eligible students who ultimately decide whether they want to avail themselves of the options offered to their children. To date, parents have shown a low propensity to do so for both public school choice and supplemental educational services. Three appendices are included: (1) Description of NLS-NCLB and SSI-NCLB Methodologies; (2) Standard Error Exhibits; and (3) Supplemental Exhibits. (Contains 34 footnotes and 88 exhibits.).
State And Local Implementation Of The No Child Left Behind Act Volume Ix
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Author : James Taylor
language : en
Publisher:
Release Date : 2010
State And Local Implementation Of The No Child Left Behind Act Volume Ix written by James Taylor and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2010 with categories.
The "No Child Left Behind Act of 2001 (NCLB)" is designed to achieve an ambitious goal: All children will be proficient in reading and mathematics by the 2013-14 school year. A key strategy for achieving this goal is accountability. Based on findings from two federally funded studies--the Study of State Implementation of Accountability and Teacher Quality Under "NCLB" (SSI-"NCLB") and the National Longitudinal Study of "NCLB" (NLS-"NCLB")--this report describes the progress that states, districts, and schools have made in implementing the accountability provisions of "NCLB" through 2006-07. Data were collected in state-level interviews; surveys of a nationally representative sample of district officials, principals, and teachers; surveys of parents in eight school districts; and surveys of supplemental educational service providers in 16 districts in 2004-05 and in 2006-07. This report is based on data collected in 2004-05 and 2006-07, and updates findings from the Interim report that were based on data collected in 2004-05. States used the flexibility provided by "NCLB" to establish accountability systems that varied in terms of the rigor of their academic standards, the level at which they set proficiency, the type of assessments they use, and the manner in which they calculated Adequate Yearly Progress (AYP) and set their annual proficiency targets. As a result of these differences as well as differences in student achievement, there was a large variation across states in the percentage of schools missing AYP and being identified for improvement. Appendices include: (1) Description of NLS-"NCLB" and SSI-"NCLB" Methodologies; (2) State Policy Tables; (3) Supplemental Exhibits; and (4) Standard Error Exhibits. (Contains 127 footnotes and 140 exhibits.) [This report was prepared for the Policy and Program Studies Service, Office of Planning, Evaluation and Policy Development, U.S. Department of Education.].
State And Local Implementation Of The No Child Left Behind Act Volume Viii
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Author : Beatrice F. Birman
language : en
Publisher:
Release Date : 2009
State And Local Implementation Of The No Child Left Behind Act Volume Viii written by Beatrice F. Birman and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2009 with categories.
This report presents findings about teacher quality from two longitudinal studies, the National Longitudinal Study of "No Child Left Behind" (NLS-"NCLB"), and the Study of State Implementation of Accountability and Teacher Quality Under "No Child Left Behind" (SSI-"NCLB"). The research teams for these two studies have collaborated to provide an integrated evaluation of the implementation of key "NCLB" provisions at the state level (SSI-"NCLB") and at the district and school levels (NLS-"NCLB"). Together the two studies are the basis for a series of reports on the topics of accountability, teacher quality, Title I school choice and supplemental educational services, and targeting and resource allocation. This is the eighth volume in this report series. Based on findings from the two studies, this report describes the progress that states, districts, and schools have made implementing the teacher and paraprofessional qualification provisions of "NCLB" through 2006-07. Reported findings indicate that: (1) Most teachers met their states' requirements to be considered highly qualified under "NCLB"; (2) The percentage of teachers who were not highly qualified under "NCLB" was higher for special education teachers and middle school teachers, and for teachers in high-poverty and high-minority schools; (3) Despite "NCLB" emphasis on sustained, intensive, classroom-focused professional development, a relatively small proportion of teachers reported taking part in content-focused professional development related to teaching reading or mathematics for an extended period of time; and (4) According to state-reported data for 2005-06, 86 percent of Title I instructional paraprofessionals were qualified under "NCLB." The report concludes that, in general, states and districts are working to implement and comply with the "NCLB" requirements for teacher qualifications: States have set guidelines for highly qualified teachers under "NCLB" and have been updating their data systems. According to states, 94 percent of teachers were designated as highly qualified under "NCLB" in 2006-07, and approximately 94 percent of all paraprofessionals reported holding a qualification that would meet the "NCLB" criteria. States and districts are also working to develop strategies designed to recruit and retain highly qualified teachers, particularly in traditionally disadvantaged schools. Issues recommended for further investigation include: (1) Variations among state policies concerning highly qualified teachers raise questions about whether some states have set high enough standards for teacher qualifications under "NCLB" to ensure that teachers have a solid understanding of the subjects they teach; (2) Variation in teachers' highly qualified status across types of teachers and schools highlights enduring inequities in access to highly qualified teachers; (3) Because many teachers were not aware or notified of their "NCLB" status, they may not have taken necessary steps to become highly qualified; and (4) The low proportion of teachers participating in content-focused professional development over an extended period of time suggests that more can be done to deepen teachers' content knowledge. Four appendixes are included: (1) Description of NLS-"NCLB" and SSI-"NCLB" Methodologies; (2) Supplemental NLS-"NCLB" Exhibits and Standard Error Reports; (3) Supplemental State Exhibits; and (4) Definition of professional Development in Section 9101(34) of the "ESEA" ["Elementary and Secondary Education Act of 1965"]. (Contains 87 footnotes and 139 exhibits.).
State And Local Implementation Of The No Child Left Behind Act Volume Ii
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Author : Beatrice F. Birman
language : en
Publisher:
Release Date : 2007
State And Local Implementation Of The No Child Left Behind Act Volume Ii written by Beatrice F. Birman and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2007 with categories.
This report presents findings about teacher quality from two longitudinal studies, the National Longitudinal Study of "No Child Left Behind" (NLS-"NCLB"), and the Study of State Implementation of Accountability and Teacher Quality Under "No Child Left Behind" (SSI-"NCLB"). The research teams for these two studies have collaborated to provide an integrated evaluation of the implementation of key "NCLB" provisions at the state level (SSI-"NCLB") and at the district and school levels (NLS-"NCLB"). Together the two studies are the basis for a series of reports on the topics of accountability, teacher quality, Title I school choice and supplemental educational services, and targeting and resource allocation. This report describes the progress that states, districts, and schools have made implementing the teacher and paraprofessional qualification provisions of the "No Child Left Behind Act" through 2004-05. The studies found that: (1) Most teachers met their states' requirements to be considered highly qualified under "NCLB." However, state policies concerning highly qualified teachers varied greatly, both in the passing scores that new teachers must meet to demonstrate content knowledge on assessments and in the extent to which state "HOUSSE" policies give existing teachers credit for years of prior teaching experience versus emphasizing more direct measures of content knowledge and teaching performance. (2) The percentage of teachers who are not highly qualified under "NCLB" is higher for special education teachers, teachers of LEP (limited English proficiency) students and middle school teachers, as well as for teachers in high-poverty and high-minority schools. Moreover, even among teachers who were considered highly qualified, teachers in high-poverty schools had less experience and were less likely to have a degree in the subject they taught. (3) Although nearly all teachers reported taking part in content-focused professional development related to teaching reading or mathematics, a relatively small proportion participated in such learning opportunities for an extended period of time. (4) About two-thirds of instructional paraprofessionals were considered qualified under "NCLB," but nearly a third (28 percent) did not know their status or did not provide a response to the study questions. Most paraprofessionals reported working under the direct supervision of a teacher, but some Title I instructional paraprofessionals indicated that they worked with students on their own without close supervision from a teacher. In general, the SSI-"NCLB" and NLS-"NCLB" studies indicate that states and districts are working to implement and comply with the "NCLB" requirements for teacher and paraprofessional qualifications. This is the second volume in this report series. The following are appended: (1) Description of NLS-"NCLB" and SSI-"NCLB" Methodologies; (2) Supplemental NLS-"NCLB" Exhibits and Standard Error Reports; and (3) Supplemental State Exhibits. (Contains 125 exhibits.) [This report was prepared for the Policy and Program Studies Services, Office of Planning, Evaluation and Policy Development, U.S. Department of Education. For "Volume I: Title I School Choice, Supplemental Educational Services, and Student Achievement, see ED497259.].
State And Local Implementation Of The No Child Left Behind Act Volume Vi
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Author : Jay G. Chambers
language : en
Publisher:
Release Date : 2009
State And Local Implementation Of The No Child Left Behind Act Volume Vi written by Jay G. Chambers and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2009 with categories.
Achieving the goals of federal education legislation depends on how federal funds are distributed and used. Since the enactment of the Elementary and Secondary Education Act (ESEA) in 1965, various federal programs have been created to support educational improvement and target additional resources to meet the educational needs of children who are economically and educationally disadvantaged. This report presents findings on the targeting and uses of funds for six federal education programs, based on 2004-05 data from the National Longitudinal Study of No Child Left Behind (NLS-NCLB). The programs studied are: Title I, Part A; Reading First; Comprehensive School Reform (CSR); Title II, Part A; Title III, Part A; and Perkins Vocational Education State Grants. This report describes how well federal funds are targeted to high-need districts and schools, how districts have spent federal funds, and the comparability of the base of state and local resources to which federal funds are added. Reported findings include: (1) Federal education funds were more strongly targeted to the highest-poverty districts than were state and local funds but did not close the funding gap between high- and low-poverty districts; (2) The overall share of Title I funds going to the highest-poverty districts changed only marginally between 1997-98 and 2004-05; (3) At the school level, Title I funding per low-income student in the highest-poverty schools remained unchanged from 1997-98 to 2004-05, when adjusted for inflation, and these schools continued to receive smaller Title I allocations per low-income student than did the lowest-poverty schools; (4) Federal program funds were used mainly for instruction; (5) Among the six federal programs, Title I provided the most funds used for professional development; and (6) Overall, school personnel expenditures from Title I amounted to $408 per low-income student, a 9 percent increase over the base of state and local per-student expenditures on school personnel. The report concludes that, while federal funds have been an important source of support to the highest-poverty districts and schools, and the majority of funds from the six federal programs studied have been used for instruction, neither these programs nor all federal programs combined have provided sufficient funding to make up for the greater access to local revenues available in the lowest-poverty districts compared with the highest-poverty districts in the United States. Four appendices are included: (1) Description of NLS-NCLB Methodology; (2) Supplemental Exhibits; (3) Standard Error Tables; and (4) Distribution of Title I Schools in NLS and CCD datasets. (Contains 51 footnotes and 141 exhibits.).
State And Local Implementation Of The No Child Left Behind Act
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Author :
language : en
Publisher:
Release Date : 2010
State And Local Implementation Of The No Child Left Behind Act written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2010 with Educational accountability categories.