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Examination of the restructuring phase mandated by the No Child Left Behind Act in three Michigan school districts.
This report shows the changes approved and disapproved by the US Department of Education in states' NCLB accountability plans and how these changes may affect the states making adequate yearly progress.
Issue 3: My School Didn't Make Adequate Yearly Progress -- So What Does That Mean? - A brief overview of the significance of failing to meet adequate yearly progress as it relates to states' progress as defined by the No Child Left Behind Act.
Put the Money Where Your Mouth Is - Appearing in the Washington Post's op-ed Outlook section this letter points out the initial problems with the Administration's implementation of the No Child Left Behind Act.
Published in the Fall 2004 issue of Notebook, a publication of the Grantmakers in Education association, this articles touches on effects the coming election might have on the No Child Left Behind Act.
Preview of findings from the 2004 CEP report, STATE HIGH SCHOOL EXIT EXAMS: A Maturing Reform.
The report analyzes the mechanism for funding for Title I under the No Child Left Behind Act and the states that have either lost or gained federal funding under the program for school year 2004-2005.
Preview of findings from the CEP's report, PAY NOW OR PAY LATER: The Hidden Costs of High School Exit Exams, looks at the extra costs of implementing the No Child Left Behind Act's mandated exit exams.
This article, written for the National PTA's magazine-- Our Children, highlights the gains made in US public schools.
This report from the Center on Education Policy describes the implementation and effects of the No Child Left Behind Act (NCLB) during calendar year 2003, the second year of the Act's existence. The report is the first and most comprehensive national examination of all main aspects of NCLB implementation at the federal, state, and local levels, and is the second CEP report to examine the implementation of NCLB. The information in this report is based on a survey of 47 states and the District of Columbia, a nationally representative survey of 274 school districts, in-depth case studies of 33 urban, suburban, and rural school districts, and other research methods.
Among our major findings are that: states and school districts are trying hard to meet the requirements of the Act and agree with its goals; broader and deeper effects of the law were being felt by school districts in 2003, which is resulting in additional help for schools identified for improvement; choosing another public school is rarely used by parents of children in identified schools, while the option of receiving tutoring services is used more frequently; states and school districts are moving slowly to update the qualifications of teachers and paraprofessionals as required by the Act; some of the requirements of the Act are unworkable; and states and school districts face serious funding pressures and a lack of capacity to carry out the Act.
List of School Districts in Case Studies:
Alabama: Calhoun County School District
Mississippi: Pascagoula School District