State And Local Implementation Of The No Child Left Behind Act Volume Vi
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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 : 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
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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.
Reauthorizing No Child Left Behind
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Author : Brian M. Stecher
language : en
Publisher: Rand Corporation
Release Date : 2010-04-08
Reauthorizing No Child Left Behind written by Brian M. Stecher and has been published by Rand Corporation this book supported file pdf, txt, epub, kindle and other format this book has been release on 2010-04-08 with Education categories.
Studies suggest that the No Child Left Behind Act of 2001's goal of 100 percent of U.S. students proficient in reading and mathematics by 2014 will not be met. The authors recommend more-uniform state academic standards and teacher requirements and broader measures of student learning, including more subjects and tests of higher-thinking and problem-solving skills.
State And Local Implementation Of The No Child Left Behind Act Volume Iii
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Author : Kerstin Carlson Le Floch
language : en
Publisher:
Release Date : 2007
State And Local Implementation Of The No Child Left Behind Act Volume Iii written by Kerstin Carlson Le Floch 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 accountability 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 third volume in this report series. The first two volumes were: Volume I--Title I School Choice, Supplemental Educational Services, and Student Achievement; and Volume II--Teacher Quality Under "NCLB": Interim Report. This volume details seven key findings: (1) States, districts and schools had mostly met the relevant "NCLB" accountability requirements through 2004-05; (2) All states, the District of Columbia and Puerto Rico had enacted the accountability provisions required by "NCLB," including academic achievement standards in reading and mathematics and other required performance indicators; (3) More than half of states were testing students in all required grades in reading and mathematics in advance of the 2005-06 "NCLB" deadline--However, 20 states were behind schedule in implementing assessments that measure English language proficiency; (4) Seventy-five percent of the nation's schools made Adequate Yearly Progress (AYP) in 2003-04--of the 25 percent that did not make AYP, half (51 percent) did not succeed because the school as a whole (i.e., the "all students" group) or multiple student subgroups did not meet achievement standards. When schools did not make AYP for a single subgroup, it was usually for students with disabilities; (5) About one-third of schools that did not make AYP did not do so for students with disabilities or limited English proficiency (LEP) student groups--About two-thirds of those schools reported needing technical assistance to improve instruction for these subgroups; (6) Thirteen percent of the nation's schools were identified for improvement in 2004-05--Those schools were most likely to be high-poverty, high-minority, large, urban schools to which Title I has historically directed substantial resources; and (7) Nearly all schools reported making multiple improvement efforts--Schools identified for improvement focused on more areas of improvement than non-identified schools. Schools also reported receiving technical assistance that met their needs, with exceptions in two areas. About one-half of schools needing assistance to improve services to students with disabilities and to improve services to limited English proficient students, did not have these needs met. States and districts were implementing the required interventions in schools identified for improvement and corrective action, but they were not implementing the required actions in most of the 1,199 schools in restructuring. Overall, states took advantage of the flexibility provided by "NCLB" to establish accountability systems that vary significantly in a number of areas, including the level of student academic achievement required to be proficient, the type of assessments, and the pace of improvement required to reach 100 percent student proficiency by 2013-14. The result was a large variation across states in the percentage of schools missing AYP and being identified for improvement. Appended are: (1) Description of NLS-"NCLB" and SSI-"NCLB" Methodologies; (2) State AYP Definitions; (3) Supplemental Exhibits; and (4) Standard Error Exhibits. [This report was produced by 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
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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.
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 Educational accountability categories.
State And Local Implementation Of The No Child Left Behind Act
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Author :
language : en
Publisher:
Release Date : 2008
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 2008 with Education categories.
State And Local Implementation Of The No Child Left Behind Act Volume V
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Author : Amy Elledge
language : en
Publisher:
Release Date : 2009
State And Local Implementation Of The No Child Left Behind Act Volume V written by Amy Elledge 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.
The No Child Left Behind Act (NCLB) requires that all students be assessed academically in mathematics and reading, and for purposes of adequate yearly progress (AYP), participation rates in statewide assessments must be 95 percent for all students. Federal law requires states to have at least one alternate assessment to evaluate the performance of disabilities that are unable to participate in general state assessments even with accommodations. Flexibility for these alternate assessments are provided via a "1 percent rule" that is applied to students with most significant cognitive disabilities and permits up to 1 percent of students in a state or district who score proficient or above on an alternate assessment to be counted as proficient for purposes of AYP calculations. An additional 2 percent of all students may be counted as proficient for purposes of AYP calculations as long as they achieved a proficient or above score on an alternate assessment based on modified achievement standards that are aligned with grade-level content standards under "2 percent interim policy options." This report presents findings from the Study of State Implementation of Accountability and Teacher Quality under No Child Left Behind (SSI-NCLB). Key findings include: (1) By 2005-06, all states had alternate assessment systems in place, but federal peer review teams found that 38 states had problems associated with their alternate assessments; (2) A majority of states report test participations rates for students with disabilities that exceeded the 95 percent requirement in 2005-05; (3) Most states with accurate data in 2004-05 and 2005-06 reported that the percentage of students with disabilities who participated in the alternate assessment was less that 10 percent of all students with disabilities who were assessed; (4) Twenty-two states granted exceptions to districts to exceed the 1 percent cap on the inclusions of proficient and above scores from alternate assessments; (5) Twenty-one states used the 2 percent proxy option for AYP calculations in 2005-06, down from 25 states in 2004-05; and (6) From 2003-04 to 2004-05, across the 28 states for which there were adequate data, more than half reduced the number and proportion of schools that missed AYP for the achievement of students with disabilities. (Contains 31 footnotes and 30 exhibits.).
No Child Left Behind Act Education Actions Needed To Improve Local Implementation State Evaluation Of Supplemental Education Services
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Author :
language : en
Publisher: DIANE Publishing
Release Date :
No Child Left Behind Act Education Actions Needed To Improve Local Implementation State Evaluation Of Supplemental Education Services written by and has been published by DIANE Publishing this book supported file pdf, txt, epub, kindle and other format this book has been release on with categories.