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Educational policies in the United States and implications for English learners

Burke,April; Oliveira,Luciana C. de
Fonte: Faculdade de Letras - Universidade Federal de Minas Gerais Publicador: Faculdade de Letras - Universidade Federal de Minas Gerais
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/06/2012 Português
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This article provides a historical context for current educational policies in the United States, especially those mandated by the No Child Left Behind Act (NCLB). The article explains the effects of these policies on a rapidly growing segment of the U.S. population, namely English Learners (ELs), students who are in the process of developing English as an additional language. It explains several of the controversies and concerns related to the use of standardized tests with this student population.

no child left behind encodes a novel chromatin factor required for germline stem cell maintenance in males but not females

Casper, Abbie L.; Baxter, Kelly; Van Doren, Mark
Fonte: Company of Biologists Publicador: Company of Biologists
Tipo: Artigo de Revista Científica
Publicado em 15/08/2011 Português
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Male and female germ cells follow distinct developmental paths with respect to germline stem cell (GSC) production and the types of differentiated progeny they produce (sperm versus egg). An essential aspect of germline development is how sexual identity is used to differentially regulate the male and female germ cell genomes to allow for these distinct outcomes. Here, we identify a gene, no child left behind (nclb), that plays very different roles in the male versus female germline in Drosophila. In particular, nclb is required for GSC maintenance in males, but not in females. Male GSCs mutant for nclb are rapidly lost from the niche, and begin to differentiate but cannot complete spermatogenesis. We further find that nclb encodes a member of a new family of conserved chromatin-associated proteins. NCLB interacts with chromatin in a specific manner and is associated with sites of active transcription. Thus, NCLB appears to be a novel chromatin regulator that exhibits very different effects on the male and female germ cell genomes.

Students Left Behind: Measuring 10th to 12th Grade Student Persistence Rates in Texas High Schools

Domina, Thurston; Ghosh-Dastidar, Bonnie; Tienda, Marta
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em /06/2010 Português
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The No Child Left Behind Act requires states to publish high school graduation rates for public schools and the U.S. Department of Education is currently considering a mandate to standardize high school graduation rate reporting. However, no consensus exists among researchers or policy-makers about how to measure high school graduation rates. In this paper, we use longitudinal data tracking a cohort of students at 82 Texas public high schools to assess the accuracy and precision of three widely-used high school graduation rate measures: Texas’s official graduation rates, and two competing estimates based on publicly available enrollment data from the Common Core of Data. Our analyses show that these widely-used approaches yield inaccurate and highly imprecise estimates of high school graduation and persistence rates. We propose several guidelines for using existing graduation and persistence rate data and argue that a national effort to track students as they progress through high school is essential to reconcile conflicting estimates.

Rebels and Their Causes: State Resistance to No Child Left Behind

Shelly, Bryan
Fonte: Oxford University Press Publicador: Oxford University Press
Tipo: Artigo de Revista Científica Formato: text/html
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The formal state resistance to No Child Left Behind (NCLB) may surprise scholars of federalism, who have generally found that states rarely resort to legislative and legal challenges to federal regulation. This article considers that factors influence states’ level of resistance to NCLB. Using an original data set, I estimate a series of ordered logit models with a dependent variable measuring state legislation and legal action against NCLB and find that states with lower poverty rates and a larger Hispanic population offer greater resistance. The discussion uses these results to suggest five factors towards which scholars may look to predict future formal challenges.

J. A bridge between worlds: Understanding network structure to understand change strategy. (2009)

Daly, J. A. ; Finnigan, Kara S.
Fonte: Springer Publicador: Springer
Tipo: Artigo de Revista Científica
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A number of scholars are exploring district and site relations in organizational change efforts in the larger policy context of No Child Left Behind. These studies suggest the importance of the central office as a support to the work of reform and offer strategies for building relations between district offices and sites in order to implement and sustain change efforts. What is frequently overlooked in these studies is that organizational change efforts are often socially constructed. Therefore, examining the underlying social networks may provide insight into structures that support or constrain efforts at change. This exploratory case study uses social network analysis and interviews to examine the communication and knowledge network structures of central office and site leaders in an ‘in need of improvement’ district facing sanctions under No Child Left Behind. Findings indicate sparse ties among and between school site and central office administrators, as well as a centralized network structure that may constrain the exchange of complex information and ultimately inhibit efforts at change.

No Child Left Behind, Stereotype Threat, and the Standardized Testing of African American Third-Graders

Wasserberg, Martin
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
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Stereotype threat theory proposes that the possibility of being judged in terms of a negative stereotype in a particular domain negatively affects one’s performance. The proposed mixed-methods research will investigate the influences of stereotype threat on African American third-graders in a post-No Child Left Behind environment.

The impact of rural-urban migration on child survival

Brockerhoff, Martin
Fonte: Health Transition Centre, National Centre for Epidemiology and Population Health, The Australian National University Publicador: Health Transition Centre, National Centre for Epidemiology and Population Health, The Australian National University
Tipo: Artigo de Revista Científica Formato: 72306 bytes; application/pdf
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Large rural-urban child mortality differentials in many developing countries suggest that rural families can improve their children’s survival chances by leaving the countryside and settling in towns and cities. This study uses data from Demographic and Health Surveys in 17 countries to assess the impact of maternal rural-urban migration on the survival chances of children under age two in the late 1970s and 1980s. Results show that, before migration, children of migrant women had similar or slightly higher mortality risks than children of women who remained in the village. In the two-year period surrounding their mother’s migration, their chances of dying increased sharply as a result of accompanying their mothers or being left behind, to levels well above those of rural and urban non-migrant children. Children born after migrants had settled in the urban area, however, gradually experienced much better survival chances than children of rural non-migrants, as well as lower mortality risks than migrants’ children born in rural areas before migration. The study concludes that many disadvantaged urban children would probably have been much worse off had their mothers remained in the village, and that millions of children’s lives may have been saved in the 1980s as a result of mothers moving to urban areas.; no

Schulische Erziehung und Integration von (Migranten-)Kindern in einem multikulturellen Gesellschaftssystem. Beispiel Kalifornien, USA

Segrt, Vesna
Fonte: Universidade de Tubinga Publicador: Universidade de Tubinga
Tipo: Masterarbeit
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Die Arbeit fokussiert die schulische Erziehung und Integration von (Migranten-) Kindern in den USA und deren Bedeutung für die Gesamtintegration der amerikanischen Gesellschaft. Dabei wird speziell das Integrations- und Förderprogramm der US-Regierung von 2001, das No Child Left Behind Programm, berücksichtigt. Die Arbeit zeigt, dass das NCLB-Programm zwar mit seinem Grundgedanken, der Schließung der Bildungslücken zwischen den einzelnen Schülern in den USA und so der Angleichung der Bildungsabschlüsse, um bessere Chancen bei der Eingliederung in den höheren Bildungsmarkt bzw. amerikanischen Arbeitsmarkt gewährleisten zu können, ein gutes Ziel für die Gesamtintegration der amerikanischen Gesellschaft verfolgt - dieses Ziel jedoch nur schwer ohne Zugeständnisse und Änderungen des Programms erreichen kann. Nichtsdestotrotz erscheinen die NCLB-Bestimmungen im Gesamtbild der Arbeit und in Bezug auf ihr Ziel eines einheitlichen Bildungsabschlusses lobenswert und nachahmungswürdig. Die Bestimmungen signalisieren schließlich, dass es von großer Bedeutung ist, dass alle die gleichen Chancen erhalten müssen, um sich in einer Gesellschaft zu integrieren und dass Integration nicht von falschen Voraussetzungen ausgehen kann. Sie signalisieren...

Recensi??n: "A Test Impact Study under the No Child Left Behind Act"

Garc??a Laborda, Jes??s
Fonte: Universidad de Granada Publicador: Universidad de Granada
Tipo: Outros
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Recensi??n: "A Test Impact Study under the No Child Left Behind Act. Miguel Fern??ndez ??lvarez (2010). Saarbr??cken: VDM Verlag"

No Child Left Behind Act and Students with Disabilities

Barkley, Megan
Fonte: Theresa A. Ochoa, School of Education, Indiana University Publicador: Theresa A. Ochoa, School of Education, Indiana University
Tipo: Artigo de Revista Científica Formato: 259988 bytes; application/pdf
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Thank you to Jeanne Sept, Dean of Faculties,and Dean Geraldo Gonzalez and Sarah Baumgart at the School of Education, Indiana University.; No Child Left Behind (NCBL) will affect many aspects of education for a student with a disability. The standardized tests are not taking into consideration the special needs of these students, and due to schools not meeting the national standards, they are losing a great deal of funding that could be used to acquire more assistance and electronic equipment that would benefit students with disabilities. Most importantly, NCBL might also compromise the individualized education that students with disabilities need and deserve. When students with disabilities lives are changed, so are the teacher's who educate them. Teachers are pressured to find ways to educate their students with disabilities so that when they are tested they are also spending a great deal of time writing Individualized Education Plans (IEP's) for their students with disabilites and are attempting to assist these students with limited money and resources.; Dean of Faculties and School of Education, Indiana University.

Effects on No Child Left Behind Act of Special Education Regarding Standardized Testing

Gensler, Rebecca
Fonte: Theresa A. Ochoa, School of Education, Indiana University Publicador: Theresa A. Ochoa, School of Education, Indiana University
Tipo: Artigo de Revista Científica Formato: 306704 bytes; application/pdf
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Thank you to Jeanne Sept, Dean of Faculties,and Dean Geraldo Gonzalez and Sarah Baumgart at the School of Education, Indiana University.; The No Child Left Behind Act (NCLB) has been the cause of much controversy sinct its enactment by President bush in 2001. NCLB requires schools to be held accountable for all their students to meet the state standards for their grade level. The controversy over NCLB lies in the fact that all students, regardless of their race, ethnicity, socio-economic background, native language, or disabilities are assessed on whether or not they have learned the state standards through one standardized test. In this article, the author will discuss how NCLB has affected special education positively by offically raising expectations fot all students and negatively by providing little flexibility for alternate assessment, often resulting in inaccurate measures of special educatin students' progress. The author will then present a solution to the single-test strategy that would include providing alternate exams and alternative forms of assessment based on the individual student's needs as reported in the student's IEP.; Dean of Faculites and School of Education, Indiana University

NCBL Reform and Effects on Special Education

Jara, Lorenza
Fonte: Theresa A. Ochoa, School of Education, Indiana Univeristy Publicador: Theresa A. Ochoa, School of Education, Indiana Univeristy
Tipo: Artigo de Revista Científica Formato: 279126 bytes; application/pdf
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Thank you to Jeanne Sept, Dean of Faculties,and Dean Geraldo Gonzalez and Sarah Baumgart at the School of Education, Indiana University.; The implementation of No Child Left Behind has many critics regarding its effects on both general and special education. This author will specifically address NCLB's effects in both of these fields. No Child Left Behind affects both by failing to justify the purpose of an Individualized Education Program (IEP), failing to adequately define a qualified teacher, placing unforeseen pressures on both general and special educators, and widening the gap of student's performance. On the surface it appears NCBL has great intentions in leveling out the playing field in education, but after deeper examination this author reveasl flaws and makes suggestions on possible solutions.; Dean of Faculties and School of Education, Indiana University

Social Aspects of Autism in Conflict with NCLB

Doddridge, Jason
Fonte: Theresa A. Ochoa, School of Education, Indiana University Publicador: Theresa A. Ochoa, School of Education, Indiana University
Tipo: Artigo de Revista Científica Formato: 341797 bytes; application/pdf
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Thank you to Jeanne Sept, Dean of Faculties,and Dean Geraldo Gonzalez and Sarah Baumgart at the School of Education, Indiana University.; Teaching children with autism presents an enormous challenge to educators. Professionals who have students with autism in their classrooms must decide how they will structure their curriculum to meet the special needs of these students. Current research suggests that educators should focus on developing the social behaviors of children with autism. In fact, much of the research on teaching autism does not focus on strategies and theories for teaching students specific subjects. Instead, most articles suggest that social learning serves as a foundation for all other learning in the education system. This type of research and philosophy seemed to be making headway in America's schools until the implementation of the No Child Left Behind Act of 2001(NCLB). This powerful piece of federal legislation intends to level the playing field for all demographic groups, including special education groups. Contrary to its own goals, the NCLB actually places students with autism at a disadvantage because of its emphasis on academic standards and goals at the expense of social aspects of education for students with autism. Under NCLB...

A Relationship Between the Florida Comprehensive Assessment Test 2.0 Mathematics Scores and Racial and Ethnic Concentrations when Considering Socio-Economic Status, ESOL Student Population

Galindo, Marilys
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
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From the moment children are born, they begin a lifetime journey of learning about themselves and their surroundings. With the establishment of the No Child Left Behind Act of 2001, it mandates that all children receive a high-quality education in a positive school climate. Regardless of the school the child attends or the neighborhood in which the child lives, proper and quality education and resources must be provided and made available in order for the child to be academically successful. The purpose of this ex post facto study was to investigate the relationship between the FCAT 2.0 mathematics scores of public middle school students in Miami-Dade County, Florida and the concentrations of a school’s racial and ethnic make-up (Whites, Blacks, and Hispanics), English for Speakers of other Languages (ESOL) population, socio-economic status (SES), and school climate. The research question of this study was: Is there a significant relationship between the FCAT 2.0 Mathematics scores and racial and ethnic concentration of public middle school students in Miami-Dade County when controlling SES, ESOL student population, and school climate for the 2010-2011 school year? The instruments used to collect the data were the FCAT 2.0 and Miami-Dade County Public Schools (M-DCPS) School Climate Survey. The study found that Economically Disadvantaged (SES) students socio-economic status had the strongest correlation with the FCAT 2.0 mathematics scores (r = -.830). The next strongest correlation was with the number of students who agreed that their school climate was positive and helped them learn (r = .741) and the third strongest correlation was a school percentage of White students (r = .668). The study concluded that the FCAT 2.0 mathematics scores of M-DCPS middle school students have a significant relationship with socio-economic status...

A relationship between the Florida Comprehensive Assessment Test 2.0 mathematics scores and racial and ethnic concentration when considering socio-economic status, ESOL student population, and school climate

Galindo, Marilys
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
48.027114%
From the moment children are born, they begin a lifetime journey of learning about themselves and their surroundings. With the establishment of the No Child Left Behind Act of 2001, it mandates that all children receive a high-quality education in a positive school climate. Regardless of the school the child attends or the neighborhood in which the child lives, proper and quality education and resources must be provided and made available in order for the child to be academically successful.^ The purpose of this ex post facto study was to investigate the relationship between the FCAT 2.0 mathematics scores of public middle school students in Miami-Dade County, Florida and the concentrations of a school's racial and ethnic make-up (Whites, Blacks, and Hispanics), English for Speakers of other Languages (ESOL) population, socio-economic status (SES), and school climate. The research question of this study was: Is there a significant relationship between the FCAT 2.0 Mathematics scores and racial and ethnic concentration of public middle school students in Miami-Dade County when controlling SES, ESOL student population, and school climate for the 2010-2011 school year? ^ The instruments used to collect the data were the FCAT 2.0 and Miami-Dade County Public Schools (M-DCPS) School Climate Survey. The study found that Economically Disadvantaged (SES) students socio-economic status had the strongest correlation with the FCAT 2.0 mathematics scores (r = -.830). The next strongest correlation was with the number of students who agreed that their school climate was positive and helped them learn (r = .741) and the third strongest correlation was a school percentage of White students (r = .668). The study concluded that the FCAT 2.0 mathematics scores of M-DCPS middle school students have a significant relationship with socio-economic status...

Should We End Military Recruiting in High Schools as a Matter of Child Protection and Public Health?

Hagopian, Amy; Barker, Kathy
Fonte: American Public Health Association Publicador: American Public Health Association
Tipo: Artigo de Revista Científica
Publicado em /01/2011 Português
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Recruiters for the various US armed forces have free access to our nation's high schools, as mandated by the No Child Left Behind Act. Military recruiter behaviors are disturbingly similar to predatory grooming.

Essays on the Impact of School Accountability

Martinez, Erika Vivian
Fonte: Universidade Duke Publicador: Universidade Duke
Tipo: Dissertação
Publicado em //2011 Português
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Comprised of three related chapters, this dissertation evaluates the effects of the North Carolina School Accountability System on agents in different markets using, in most part, school data provided by the North Carolina Education Research Data Center. North Carolina introduced its primary school improvement program, the ABCs of NC, in 1997. The model includes growth and performance composites and recognized/rewarded schools for performing well. In response to the No Child Left Behind Act of 2001, the state introduced a second accountability program, AYP, to run in conjunction with the ABC system. The AYP program focuses on closing the achievement gap and its primary goal is for all public school children to perform at grade level in reading and mathematics by the end of the 2013-14 school year. Failure to show improvement toward this goal leads to sanctions and increased accountability pressures at the school level. This dissertation seeks to determine the impact of the school accountability program on two groups of individuals - teachers and homebuyers.

Chapter 1 examines the influence of school accountability on teacher mobility. I estimate the effect of accountability incentives - teacher bonuses under the ABCs, and accountability pressures - threats and sanctions under AYP...

No Child Left Behind: A Realistic Expectation?

Janerette, Dariel
Fonte: Universidade de Delaware Publicador: Universidade de Delaware
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This policy brief explores No Child Left Behind’s requirement that all Delaware public school students reach proficiency on Delaware content standards in reading and mathematics by 2014 through the use of longitudinal data analyses of students’ Delaware Student Testing Program (DSTP) performance.

Awareness to Action:Addressing Achievement Gaps in Delaware Schools

Banicky, Lisa
Fonte: Delaware Education Research and Development Center Publicador: Delaware Education Research and Development Center
Tipo: Conferência ou Objeto de Conferência
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A research summary prepared for the University of Delaware Education Policy Forum- Making Good on the Promise to Leave No Child Behind: Closing Delaware's Achievement Gap; Many groups inside and outside of education in Delaware have become active in the pursuit of strategies for addressing the achievement gap separating minority and low-income student scores from those of other students. As a starting point for gauging the size of the challenge and opening up dialogue around the achievement gap in Delaware schools, a school-by school examination fo state test scores was produced. In the report, "Awareness to Action: Recognizng and Addressing the Achievement Gaps in Delaware Schools", achievement disparities in the areas of reading and mathematics were documented by comparing minority students (i.e. African Americans and Hispanics) to non-minority students (i.e. Caucasians) and low income students to non-low income students in terms of the percentage of each student group at or above the standard.Two measurement cycles, each containing two years worth of data, were used to make cross-sectional comparisons of student performance on the Delaware Student Testing Program (DSTP).; Supported by the Delaware State Board of Education

No Child Left Behind’s school performance metrics may be punishing disadvantaged school districts and students

Kogan, Vladimir; Lavertu, Stéphane; Peskowitz, Zachary
Fonte: The London School of Economics and Political Science Publicador: The London School of Economics and Political Science
Tipo: Website; NonPeerReviewed Formato: application/pdf
Publicado em 25/06/2015 Português
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In 2001, Congress enacted the No Child Left Behind Act, with the aims of improving student’s academic achievement and closing the achievement gap between high and low achieving students. In new research, Vladimir Kogan, Stéphane Lavertu and Zachary Peskowitz assess the impact of the measure’s school and district performance metrics. They find that changes in the measure’s ‘adequate yearly progress’ metric meant that disadvantaged schools districts which had actually seen improvements in student achievement were less likely to pass a school tax levy, starving these districts of the resources needed to educate low achieving students.