History of No Child Left Behind Act of 2001

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CHAPTER 5: School Issues that Relate to At-Risk Children and Youth · If families do not…Then schools must · Provide roots for children…So they stand firm and grow, · Provide wings for children…So they can fly. · Broken roots and crippled wingsDestroy hope. · And hope sees the invisible,Feels the intangible,And achieves the impossible. CHAPTER OUTLINE The Value of Education Box 5.1 Separate and Unequal 15-Year-Olds Research on Effective Schools Variables in Research on School Effects · Leadership behaviors · Academic emphasis · Teacher and staff factors · Student involvement · Community support · Social capital Definitional Issues in Research on School Effects Case Study: The Diaz Family · School culture · Student climate · Peer involvement · Teacher climate Box 5.2 Teacher Climate Educational Structure: Schools and Classrooms School Structure School Choice Charter Schools Classroom Structure Curriculum Issues Conclusion · In education, the term at risk refers primarily to students who are at risk of school failure. As we discussed earlier, at risk actually means much more than flunking reading or math, or even dropping out of school. Yet from an educator’s perspective, educational concerns define at-risk issues. School problems and dropout are linked to many other problems expressed by young people (Suh, Suh, & Houston, 2007; Henry et al., 2009; Rumberger & Ah Lim, 2008). The strong relationships between school difficulties and other problems, as well as evidence that educational involvement is a protective factor influencing resilience (Search Institute, 2006), highlight the pivotal position of schools. In schools, prevention efforts can reach the greatest number of young people; therefore, examining the educational environment is critical. THE VALUE OF EDUCATION There are a number of indicators of the value placed on education in the United States. News reports compare the scores of students in the United States and in other countries on tests in geography and spelling, math and science. These reports consistently favor students in other countries. They imply that learning in U.S. schools is somehow not quite up to par. Does a student’s ability to spell reflect his or her ability to think? Does recall of dates, locations, or facts indicate a student’s problem-solving skills? The answer to these questions is “No.” Learning is the act of acquiring knowledge or a skill through observation, experience, instruction, or study, yet these comparisons suggest a view of learning that reduces this complicated act to an isolated and mechanical process. In addition, these comparisons often fail to note that in the United States all children are expected to attend school through high school graduation, not just wealthy or middle-class urban or college-bound students. How learning is valued is also reflected in the following statistics. In 2000, the average household income was about $55,000 (Census Bureau, 2001). Nearly 10 years later, the average teac ...

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Copyright © 2009 by the National Association for the Education of Young Children The purpose of this position statement is to promote excellence in early childhood education by providing a framework for best practice. Grounded both in the research on child development and learning and in the knowledge base regarding educational effectiveness, the framework outlines practice that promotes young children’s optimal learning and development. Since its first adoption in 1986, this framework has been known as developmentally appropriate practice.1 The profession’s responsibility to promote quality in the care and education of young children compels us to revisit regularly the validity and cur- rency of our core knowledge and positions, such as this one on issues of practice. Does the position need modification in light of a changed context? Is there new knowledge to inform the statement? Are there aspects of the existing statement that have given rise to misunderstandings and misconcep- tions that need correcting? Over the several years spent in developing this revision, NAEYC invited the comment of early childhood educators with experience and exper- tise from infancy to the primary grades, including Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8 Note : Throughout this statement, the terms teacher, practitioner, and educator are variously used to refer to those working in the early childhood field. The word teacher is always intended to refer to any adult responsible for the direct care and education of a group of children in any early childhood setting. Included are not only classroom teachers but also infant/toddler caregivers, family child care providers, and specialists in other disciplines who fulfill the role of teacher. In more instances, the term practitioners is intended to also include a program’s administrators. Educators is intended to also include college and university faculty and other teacher trainers. Adopted 2009 Position stAtement a late 2006 convening of respected leaders in the field. The result of this broad gathering of views is this updated position statement, which addresses the current context and the relevant knowledge base for developmentally appropriate practice and seeks to convey the nature of such practice clearly and usefully. This statement is intended to complement NAEYC’s other position statements on practice, which include Early Learning Standards and Early Childhood Curriculum, Assessment, and Program Evaluation, as well as the Code of Ethical Conduct and NAEYC Early Childhood Program Standards and Accreditation Criteria.2 A position statement of the National Association for the Education of Young Children 2 Copyright © 2009 by the National Association for the Education of Young Children Since the 1996 version of this position statement, the landscape of early childhood education in the.

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Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.

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History of No Child Left Behind Act of 2001

1. History leading to No Child Left Behind

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11. U.S. Education Process ??? NCLB Improving America’s School Act Of 1994 (IASA) A Nation at Risk The Education Act of 1965

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