By Adam Gamoran
The No baby Left at the back of Act (NCLB) is the newest in additional than 20 years of federal efforts to elevate academic criteria and a fair longer flow of projects to enhance schooling for terrible teenagers. What classes do we draw from those prior efforts to assist NCLB in attaining its ambitions? In Standards-Based Reform and the Poverty hole, major students in sociology, economics, psychology, and schooling coverage tackle this severe query. Armed with the most recent facts and up to date learn syntheses, the authors exhibit that standards-based reform has had a few confident results, fairly within the quarter of instructor caliber. additionally, a number of the critics' maximum fears haven't been discovered: for instance, retention charges haven't shot upward. but the general speed of development has been gradual, owing partially to negative implementation. in keeping with those findings, the participants provide innovations for the implementation and coming near near reauthorization of NCLB. those proposals, akin to nationwide checking out and a rethinking of accomplishment goals, are absolute to be on the heart of the approaching debate. participants contain Thomas Dee, Laura Desimone, George Farkas, Barbara Foorman, Brian Jacob, Robert M. Hauser, Paul Hill, Tom Loveless, Meredith Phillips, Andrew C. Porter, and Thomas Smith.
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Additional resources for Standards-based Reform and the Poverty Gap: Lessons for ''No Child Left Behind''
20. Citizens’ Commission on Civil Rights (2001). qxd 10/4/2007 8:26 PM Page 25 standards-based educational reform 25 —Instructional strategies must be based in scientifically based research. —Teachers are required to meet the federal definition of highly qualified as having at least a bachelor’s degree and certification in the subject area in which they teach. Although responsibility for education remains under the purview of the states, NCLB expanded the federal role beyond guidance and technical assistance to include approval of state proposals for NCLB funding, enforcement of accountability provisions, and specification of requirements for teacher qualifications.
37 Twenty time allocation variables were reduced using exploratory factor analysis to seven literacy patterns that became predictors, along with effectiveness ratings, of reading and spelling outcomes. For example, higher-rated teachers in both grades had students with higher reading comprehension achievement, and more highly rated second grade teachers spent more time teaching vocabulary. Students’ word attack outcomes were higher when teachers spent more time reading books than preparing to teach or giving directions and when highly rated first grade teachers taught more phonemic awareness and alphabetic skills and wasted less instructional time.
Schools face corrective action or complete restructuring if their students fail to meet state standards for academic progress several years in a row. NCLB also makes it easier for students in low-performing schools to attend better schools or obtain free tutoring. Yet the law wisely gave states several years to comply with its most critical requirements. Not until the 2005–06 school year, for example, did states need to have a “highly qualified” teacher in every classroom and reading and math testing in third through eighth grades.
Standards-based Reform and the Poverty Gap: Lessons for ''No Child Left Behind'' by Adam Gamoran