NCLBANo Child Left Behind Act
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Forty-eight of 49 states that responded to our survey said that annual expenditures for ESEA assessments have increased since NCLBA was enacted.
Clearly the remedial actions dictated by the NCLBA will be unsuccessful if the method of identifying poorly performing schools is flawed.
The state department also issues three alternative route certificates that do not meet the NCLBA criteria: the Alternative Baccalaureate-Level Certificate, the Special Alternative Certificate, and the Preliminary Certificate (Alabama Education News, 2003b).
What are the characteristics of ACPs in the published literature and how many meet the NCLBA requirement of producing highly qualified teachers?
The federal government will not micromanage how schools are run," he said when he signed the NCLBA into law on January 8, 2002.
A new study of NCLBA implementation that Education plans to undertake may collect information on the uses of instruction time, among other topics.
Returning to the old argument, made by Bishop John Hughes in the middle 19th century, (62) that religious schools deserve a portion of the common school fund, the same advocates are now relying on the NCLBA to force public schools to fund private schools, and by circumstance, force public school students to attend what are essentially privately run charter schools.
In fiscal year 2006, Congress authorized over $650 million in Title III funding for students with limited English proficiency--an increase of over $200 million since fiscal year 2001 under NCLBA.
To determine the extent that growth models were consistent with NCLBA's goals, GAO assessed (1) the extent that states have used growth models to measure academic achievement, (2) the extent that growth models can measure progress in achieving key NCLBA goals, and (3) the challenges states may face in using growth models to meet adequate yearly progress (AYP) requirements and how the Department of Education (Education) is assisting the states.
Many states are implementing new English language proficiency assessments in 2006 to meet NCLBA requirements; as a result, complete information on their validity and reliability is not yet available.
Specifically, this testimony discusses (1) how many states are using growth models and for what purposes, (2) how growth models can measure progress toward achieving key NCLBA goals, and (3) what challenges states face in using growth models especially to meet the law's key goals.
Congress has appropriated approximately $3 billion a year through the Title II, Part A (Title II), of NCLBA for teacher improvement programs since the law was passed.