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					Title:
Raleigh Schools Implement “No Child Left Behind Act”

Word Count:
482

Summary:
Raleigh Schools leaders and teachers may be divided on the effectiveness
of nationally mandated requirements. But they’re obligated to adhere to
them. On January 8, 2002, the No Child Left Behind Act was signed into
law. Built on four principles,

1.accountability for results,
2.more choices for parents,
3.greater local control and flexibility,
4.and using teaching methods based on scientific research,

the act was intended to unite schools and school systems across th...


Keywords:
Raleigh Schools, Patricia Hawke


Article Body:
Raleigh Schools leaders and teachers may be divided on the effectiveness
of nationally mandated requirements. But they’re obligated to adhere to
them. On January 8, 2002, the No Child Left Behind Act was signed into
law. Built on four principles,

1.accountability for results,
2.more choices for parents,
3.greater local control and flexibility,
4.and using teaching methods based on scientific research,

the act was intended to unite schools and school systems across the
nation with one common goal; educate our children to the best of our
ability.

In 2007, a new NCLB Act was set before the legislature, intending to
reauthorize the guidelines set forth in the original law. Adhering to
this “new” law, Raleigh Schools are doing all they can to ensure that no
child gets left behind. In a statement made in July of 2006, Education
Secretary Margaret Spellings had this to say:

"The NCLB Act of 2007 strikes a strong balance between preserving the
fundamental accountability that is helping students improve, and
responding to legitimate concerns raised by parents and educators."

Able to see that even laws must at least be flexible to our changing
world, the reauthorization affected by the government attempts to address
these concerns.
Since the beginning the NCLB Act has shown sweeping effects on Raleigh
Schools students, teachers, parents, and school systems themselves. The
fifty-five counties in West Virginia (of which Raleigh Schools are apart
of) are constantly and consistently evaluating how they are educating
their students. To follow the law, Raleigh Schools teachers and
administrators must look even more carefully at the types of learners
they are working with and use teaching methods that will reach them all.

Serving 12,000 students, Raleigh Schools are working to create a unified,
standards-based curriculum that serves as a map for educating these
children. Raleigh Schools teachers have been involved in the organization
and prioritization of the curriculum. This has provided an opportunity
for a thorough examination of the content standards they teach. Knowing
what to teach is a first step. Knowing how to teach the students of
Raleigh Schools effectively is the next and crucial step that teachers
must learn and implement in order to give their students the best
education they possibly can.

To this end, teachers working in Raleigh Schools have received, and will
continue to receive professional development (commonly known as in-
service training) with NCLB funding. Participating in quality
professional development has provided the Raleigh Schools teachers with
the research-based educational practices necessary to meet the
requirements of the No Child Left Behind legislation. Raleigh Schools
teachers, probably the most enthusiastic of all learners, are constantly
on the lookout to improve their skills and knowledge; the NCLB gives them
the funding needed to continue this vital continuing education.

Currently there are 14 public Raleigh Schools and two private Raleigh
Schools receiving Title I funding. Eligibility for funding is based the
school's free and reduced lunch count as compared to county's average.

				
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posted:12/17/2010
language:English
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