Reauthorizing No Child Left Behind : facts and recommendations / Brian M. Stecher, Georges Vernez, with Paul Steinberg.
نوع المادة : نصالسلاسل:RAND Corporation monograph seriesالناشر:Santa Monica, CA : RAND, 2010وصف:xx, 74 pages : color illustrations ; 23 cmنوع المحتوى:- text
- unmediated
- volume
- 9780833049858
- 0833049852
- 9780833049599 (pbk)
- 0833049593 (pbk)
- LB2806.22 .S822 2010
نوع المادة | المكتبة الحالية | رقم الطلب | رقم النسخة | حالة | تاريخ الإستحقاق | الباركود | |
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كتاب | UAE Federation Library | مكتبة اتحاد الإمارات General Collection | المجموعات العامة | LB2806.22 .S822 2010 (إستعراض الرف(يفتح أدناه)) | C.1 | Library Use Only | داخل المكتبة فقط | 30010000396217 |
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LB2806.22 .S26 2018 الجودة التعليمية الحديثة / | LB2806.22 S73 2007 Standards-based accountability under no child left behind : experiences of teachers and administrators in three states / | LB2806.22 S783 2003 Working smarter to leave no child behind : practical insights for school leaders / | LB2806.22 .S822 2010 Reauthorizing No Child Left Behind : facts and recommendations / | LB2806.22 U42 2011 المساءلة في النظم التربوية / | LB2806.22 U42 2011 المساءلة في النظم التربوية / | LB2806.22 Z38 2003 الجودة الشاملة في التعليم واسواق العمل في الوطن العربي / |
"Prepared for the U.S. Department of Education."
"RAND Education."
"MG-977-USDE"--P. [4] of cover.
Includes bibliographical references (pages 73-74).
Introduction -- How Did States Implement the NCLB Provisions? -- How Did Districts and Schools Perform with NCLB in Place? -- How Did Education Stakeholders Respond to Improve Student Performance? -- How Did Parents Respond to the Services Provided? -- How Can NCLB Be Made More Effective? -- Appendix A: Data Sources for This Report -- Appendix B: Abstracts of Reports.
This report synthesizes findings and draws lessons about the implementation and results of the No Child Left Behind Act of 2001 (NCLB) as reflected primarily in two longitudinal studies funded by the U.S. Department of Education. Progress to date suggests that NCLB's ambitious goal of having 100 percent of U.S. students proficient in reading and mathematics by 2014 will not be met. In addition, the flexibility provided to states by the law has resulted in the establishment of a different accountability system in every state, each with different academic standards, levels of student proficiency, and teacher requirements. Parents have not responded in great numbers either to school choice or to receiving supplemental educational services options. Should Congress reauthorize NCLB, the authors recommend that it consider making the following changes to the law: promote more-uniform academic standards and teacher qualification requirements across states, set more-appropriate improvement targets, broaden the measures of student learning beyond multiple-choice tests in reading and mathematics to include more subjects and tests of higher-thinking and problem-solving skills, focus improvement efforts on all schools while continuing to offer parental choice, and provide incentives for highly qualified teachers to teach in low-performing schools.