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No Child Left Behind No Child Left Behind Camille An

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					No Child Left Behind

                 Camille An
                 Jonie Chiu
                 Sarah Bury
      HISTORY OF FEDERAL EDUCATIONAL REFORM

    Elementary and Secondary
   Education Act (ESEA) of 1965                Cutback in Federal Involvement
-Lyndon B. Johnson’s “War on                        (Ronald Reagan, 1980)
Poverty”                                    -Opposed expansion of federal role
ESEA appropriated $2 billion towards        in education and U.S. Department
educational opportunities for low SES       of Education
students                                    -21% decline in federal spending
200% increase in educational                -Terrell Bell – National Commission
spending from 1965 to 1975                  of ------Excellence in Education
                                            (NCEE)
                                            -“A Nation at Risk” – reported on
               “America 2000”               mediocrity of U.S. education
   -Nation Education Summit by George       -Making of standards left in the
   H.W. Bush 1989                           hands of the state
   -National Education Goals Panel – 6
   objectives to provide national support
   to state and local standards movement
   by 2000:
      HISTORY OF FEDERAL EDUCATIONAL REFORM
 “Goals 2000: Educate America                Improving America’s Schools Act
             Act”                                     (IASA) of 1995
Bill Clinton – National Education           Reauthorization and revision of ESEA
Standards and Improvement Council           Required states to :
      Authority to approve/reject states’       *challenging content standards in
      standards                                 mathematics and language arts
      Council terminates as result of           *performance standards
      Republican control of Congress            *assessments based on content and
      in 1994                                   performance s standards from
      Federal govt. maintain emphasis           grades 3-5, 6-9, 10-12
      on standards and accountability           Unitary system in assessment for
                                                Title I students and all other students
                                                *Performance standards for
                                                “adequate yearly progress” – schools
 No Child Left Behind Act (NCLB)                must show progress or face
             of 2001                            consequences (offer supplemental
-George W. Bush signs NCLB Act of 2001          services, school choice, or staff
into law on January 8, 2002                     replacement)
-Increased federal funding by 24% from
2001
-Increased federal requirements,
intervention and sanctions:
                   Main Ideals
         STRONGER                    MORE FREEDOM FOR STATES
       ACCOUNTABILITY                     AND COMMUNITIES
         FOR RESULTS               -Greater flexibility in the use of federal funds
                                    -Most school districts authorized to transfer
 -Closing the achievement gap
                                         50% of federal funds without approval
     -Academic Proficiency             -Consolidation of bilingual education
   -Annual progress reports              programs *district control of planning
                                                          programs
    -Supplemental Services
                                      -Demonstration programs to consolidate
  -Adequate Yearly Progress                               funds
                                     -Improving Teacher Quality State Grants
                                                           program
 ENCOURAGING PROVEN                       MORE CHOICES FOR
  EDUCATION METHODS                            PARENTS
-Federal funding for educational     -Parents of low-performing school are
    programs and research                      granted more options
     -Funds for teachers to                     -Transfer option
      gain/strengthen skills           - Dangerous schools and history of
                                                   violent crime
                                    -Increased support for the new charter
                                                      schools
NCLB Teacher Requirements
                               •    2




                                   * Teachers of
         * Must Pass
                                   core academic
        Rigorous State
                                   subject must
             Test
                                   meet the
                                   federal
                                   definition of
             •Schools that         “highly
             receive Title I       qualified
             funds are             teacher” no
             currently             later than the
             required to           end of the
             hire only
             teachers that         2005-06 year.
             meet federal
             definitions
             now.
     Requirements of a “Highly Qualified
           Teacher” in California
ELEMENTARY SCHOOL
• Have at least a Bachelor’s Degree
• Currently enrolled in an approved intern program for less
  than 3 years or have a credential.


    NEW TO THE                   NOT NEW TO THE
    PROFESSION                      PROFESSION
* In addition to above      *in addition to above must have
must have passed a              completed either
validated statewide         1. Validated statewide subject
subject matter                  matter exam certified by
examination certified by        Commission on Teacher
the Commission on               credentialing
Teacher Credentialing.      2. A high objective uniform
                                state standard evaluation.
Middle School & High School
• Have at least a Bachelor’s Degree
• Currently enrolled in an approved intern program for less than
  3 years or have a credential.

    NEW TO THE PROFESSION                    NOT NEW TO THE
*In addition to above must pass or             PROFESSION
    complete one of following for every   *same as “NEW” but
    core subject                          including:
1. Validated statewide subject matter     6. Advanced certificate or
    exam.                                 credentialing.
2. Approved University subject matter     7. High objective uniform
    program.                              state standard evaluation.
3. Undergraduate major in subject.
4. Graduate degree in subject.
5. Coursework equivalent to
    undergraduate major.
Who needs to comply with NCLB requirements?
• All teachers who teach core academic subjects, except
  physical education and adult education teachers
  - Charter schools even?
  - What about (Bilingual) Cross-cultural Language and
  Academic Development certification?

  What about alternative schools and small
                         schools?
• Alternative schools and small schools
       - problems & challenges
       - solutions
Steps for meeting NCLB requirements
           • Different steps, depending on the
             circumstances - ‘New’ or ‘Not new,’
             elementary, middle or high school
           • 3 progressive steps to demonstrate
             core academic competence
                  1. Certificate of Compliance: exam,
             coursework,              advanced certification
             or housse
             California High Objective Uniform State
             Standard of Evaluation

                  2. HOUSSE Part 1: Assessment of
             Qualifications and           Experience

                  3. HOUSSE Part 2: Assessment of Current
             Qualifications          through observation
             and/or portfolio development
How do we know if NCLB is successful?

            • What are Performance Indicators?
              – Measurable objects as defined by
                USDE
              Percentage of: core academic subject
                courses, teachers receiving high
                quality professional development &
                paraprofessionals who are qualified
              • Reporting on progress towards
                achieving targets
                - All LEA’s must submit 3 reports to the
                CDE
                  - Annual Measurable Objective
                  - District Accountability Report Card
                  - School Accountability Report Card
                        References
•   “California State Status.” Education Commission of the States. 2003.
    <http://nclb.ecs.org/nclb/>.
•   DRAFT 2003 NCLB Teacher Requirement Resource Guide. California
    State Board of Education. 20 Nov. 2003
    <http://www.cde.ca.gov/pr/nclb/teachqual/not03teacherguide.htm>.
•   “No Child Left Behind.” California Department of Education.
    <http://www.cde.ca.gov/pr/nclb/>.
•   “No Child Left Behind.” U.S. Government.
    <www.ed.gov/nclb/landing.jhtml>.
•   "No Child Left Behind Teacher Requirements." California State
    Department of Education. 10 Sep. 2003
    <http://www.cde.ca.gov/regulations/nclbhqtregs091003.pdf>.
•   Young, Scott. “History of the Federal Role in Education.” National
    Conference of State Legislatures. 21 November 2003.
    <www.nscl.org/programs/educ/NCLBHistory.htm>.

				
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