By W. James Popham
In America's "Failing" colleges, W. James Popham offers mom and dad and lecturers motives of No baby Left at the back of as a complete, strolling them in the course of the implications for standardized trying out specifically, in language that's easy and simple. Popham bargains definitions of the legislation and its keywords, reasons of what it particularly ability whilst a college is categorized "failing," and urban feedback for what will be performed in reaction.
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Extra info for America's Failing Schools: How Parents and Teachers Can Cope With No Child Left Behind
One thing that parents and teachers need to be on watch for is whether their own state’s NCLB-related requirements have been deliberately watered down so as to avoid a public perception of educator ineffectiveness. Watered-down expectations of educators, of course, will often be transformed into watered-down expectations of students. And that’s surely not what we want. 2 SNARING THE SLIPPERY I vividly recall my initial reading of NCLB. The bill had just been approved by a congressional conference committee in late 2001—several weeks before President Bush’s signature was affixed to it.
The report might say something such as the student has mastered this skill at a “proficient,” or perhaps at an “advanced,” level. Educational tests built chiefly to provide absolute interpretations are sometimes referred to by educators as “criterion-referenced” because, when interpreting scores, educators “reference” the student’s performance back to a clearly described criterion behavior such as a welldefined skill or body of knowledge. For purposes of instructional planning, teachers need an idea of what it is that students actually can or can’t do.
However, the most important requirement is that the state report card must supply information about the proportion of the state’s students who have been classified at each of the state’s proficiency levels. For example, a state’s report card must identify the percent of the state’s students who scored at the proficient level on the state’s NCLB tests, as well as the percent of students classified as basic, advanced, or on any other performance levels used in that state. ) The state report card is also required to compare the actual achievement levels of these students (both the entire student population and the subgroups cited above) with the required minimum improvement percentages of proficient-or-above students that are designated in the state’s AYP timeline.
America's Failing Schools: How Parents and Teachers Can Cope With No Child Left Behind by W. James Popham