By Brian M. Stecher

Experiences recommend that the No baby Left in the back of Act of 20011s aim of 100% of U.S. scholars educated in studying and arithmetic by way of 2014 are not met. The authors suggest more-uniform country educational criteria and instructor standards and broader measures of scholar studying, together with extra topics and checks of higher-thinking and problem-solving abilities.

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Extra info for Reauthorizing No Child Left Behind: Facts and Recommendations

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S. Department of Education formally asked states to phase out HOUSSE. S. Department of Education will not enforce the HOUSSE phaseout and will seek to address it in NCLB reauthorization. However, she encouraged states to continue phasing out the system. 10 Reauthorizing No Child Left Behind: Facts and Recommendations Second, NCLB requires that teachers who primarily teach LEP students or students with disabilities must meet these same requirements if they teach core academic subjects to these students.

However, a lower proportion of special education and middle-school teachers than other teachers reported that they were highly qualified. CHAPTER FOUR How Did Education Stakeholders Respond to Improve Student Performance? As noted in Chapter Two, once assessments are performed, states, districts, schools, and teachers must take steps to improve and work toward achieving the overarching goal: All children will be proficient in reading and mathematics by the 2013–2014 school year. In this chapter, we examine how federal and state funds were allocated to support school and district improvements.

The law gives states options for picking the starting point, but it must be roughly equivalent to the 20th percentile of performance in the initial year. The studies show that the starting points used to develop the AYP targets for each subject varied broadly among states in terms of percentage proficient. For example, starting points for elementary reading ranged from 14 to 77 percent of students proficient, while those for elementary mathematics had an even greater range—from 8 to 75 percent of students proficient.

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