Preface | p. iii |
Figure | p. xi |
Executive Summary | p. xiii |
Acknowledgments | p. xix |
Abbreviations | p. xxi |
Introduction | p. 1 |
Objective and Limitations of This Report | p. 3 |
What Are the Key NCLB Provisions? | p. 4 |
Develop a Standards-Based System of Measures and Targets for Student Achievement | p. 4 |
Identify Schools and Districts That Need Improvement | p. 6 |
Provide Appropriate Assistance and Require Interventions to Stimulate School and District Improvement | p. 7 |
Set Requirements for Highly Qualified Teachers | p. 9 |
Provide Useful Information About School Performance and Teachers to Stakeholders | p. 10 |
Organization of This Report | p. 11 |
How Did States Implement the NCLB Provisions? | p. 13 |
How States Implemented Standards | p. 13 |
Academic Content Standards | p. 13 |
Academic Achievement Standards | p. 14 |
Teacher Standards | p. 15 |
How States Implemented Student Assessments | p. 16 |
How States Implemented AYP Provisions | p. 18 |
AYP Indicators | p. 18 |
AYP Targets | p. 19 |
Methods to Avoid Misclassifying Schools | p. 21 |
Establishing Title III AMAO Targets | p. 21 |
Conclusions | p. 22 |
How Did Districts and Schools Perform with NCLB in Place? | p. 23 |
How Schools Did in Terms of Making AYP | p. 23 |
Making or Not Making AYP | p. 23 |
Which Schools Are More Likely Not to Make AYP | p. 24 |
Why Schools Do Not Make AYP | p. 25 |
Which Districts and Schools Were Identified for Improvement | p. 26 |
The General Trends for Schools and Districts Identified for Improvement | p. 26 |
Where Schools Identified for Improvement Are Concentrated | p. 27 |
Reasons Schools Were Identified for Improvement | p. 28 |
Are the Nation's Teachers Highly Qualified? | p. 28 |
Conclusions | p. 30 |
How Did Education Stakeholders Respond to Improve Student Performance? | p. 31 |
How Federal Funds Were Allocated and Used by Districts and Schools | p. 31 |
Where Federal Funding Went | p. 32 |
How Federal Funds Were Used | p. 33 |
What Stakeholders Did to Improve School Performance | p. 34 |
State and District Technical Assistance to Schools | p. 34 |
School Improvement Activities | p. 35 |
Implementing NCLB-Required Interventions for Schools | p. 36 |
What Stakeholders Did to Improve District Performance | p. 38 |
Enhancing Teacher Qualifications | p. 40 |
Recruiting Highly Qualified Teachers | p. 40 |
Retaining Highly Qualified Teachers | p. 41 |
Improving the Quality of Existing Teachers | p. 42 |
Teacher and Principal Responses to Implementing NCLB Provisions | p. 43 |
How Information About NCLB Performance Assessments Was Provided to All Stakeholders | p. 44 |
Timing of Reports on State Assessment Tests | p. 45 |
Content of State Report Cards | p. 45 |
Effectiveness of Communications with Stakeholders | p. 46 |
Conclusions | p. 46 |
How Did Parents Respond to the Services Provided? | p. 49 |
Public School Choice and SES Options | p. 49 |
Availability of Options | p. 49 |
Growth in Number of Eligible Students | p. 50 |
Student Participation Rate | p. 51 |
Communication with Parents About Options | p. 51 |
Reasons for Participating in School Choice and SES | p. 53 |
Implementing and Monitoring SES | p. 53 |
Conclusions | p. 54 |
How Can NCLB Be Made More Effective? | p. 55 |
Promote More-Uniform Academic Standards | p. 56 |
Promote More-Uniform Teacher Qualification Requirements | p. 57 |
Set More-Appropriate Improvement Targets | p. 57 |
Broaden the Measures of Student Learning | p. 58 |
Provide Incentives for Teachers to Teach in Low-Performing Schools | p. 59 |
Allow for a More Flexible System of Interventions | p. 59 |
Broaden Staff Development | p. 60 |
Enhance School Choice | p. 60 |
Commit More Resources to Developmental Activities | p. 61 |
Appendixes | |
Data Sources for This Report | p. 63 |
Abstracts of Reports | p. 65 |
References | p. 73 |
Table of Contents provided by Ingram. All Rights Reserved. |
The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.