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No Child Left Behind

Introduction and Overview. How Did Our Nation Get to

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No Child Left Behind

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    1. No Child Left Behind

    2. Introduction and Overview How Did Our Nation Get to “No Child Left Behind”? A Nation at Risk – 1983 America 2000 Report - 1991 NGA’s“Time for Results” – 1991 SCANS Report, America 2000 – 1992 Goals 2000 – 1994 No Child Left Behind - 2001

    3. A Nation at Risk - Findings Four Important Aspects of the Educational Process: Content Expectations Time Teaching

    4. CONTENT Cafeteria style curriculum Students migrated from vocational and college prep programs to “general track”

    5. EXPECTATIONS Defined in terms of the level of knowledge, abilities, and skills school and college graduates should possess

    6. A Nation at Risk - Findings TIME American students spend much less time on school work, compared to other nations Classroom and homework time is often used ineffectively Schools not providing students enough help in developing study skills

    7. A Nation at Risk - Findings TEACHING Not enough academically able students being attracted to teaching Teacher preparation programs need substantial improvement Teacher prep curriculum weighted heavily in “methods” at expense of content courses Serious teacher shortage in key fields

    8. CONTENT State/local graduation requirements be strengthened Five New Basics 4 years of English -3 years of Math 3 years of science -3 years Social Studies ˝ year Computer Science -2 yrs Foreign Lang.* A Nation at Risk - Recommendations

    9. STANDARDS and EXPECTATIONS Schools, colleges, universities adopt more rigorous/measurable standards 4-year institutions raise admission requirements A Nation at Risk - Recommendations

    10. TIME More time learning the New Basics More effective use of the school day A longer school day, or A lengthened school year A Nation at Risk - Recommendations

    11. TEACHING – Seven Parts Higher educational standards for teachers Increased salaries; more effective evaluation 11-month contract for teachers Careers ladders Qualified non-school personnel to teach math/science Loan/grant incentives to recruit teachers Master teachers design teacher prep programs; supervise teachers A Nation at Risk - Recommendations

    12. LEADERSHIP AND FISCAL SUPPORT Citizens hold educators/ elected officials responsible for necessary leadership to achieve reforms Citizens provide fiscal support and stability to bring about the proposed reforms A Nation at Risk - Recommendations

    13. AMERICA 2000 Bush 41’s Education Strategy 8 years after A Nation at Risk – Still a Skills and Knowledge Gap In spite of increased federal funding Initiated 1st “Accountability Package”

    14. America’s Education Goals All children will start school ready to learn. The high school graduation rate will increase to at least 90%. American students will leave grades 4, 8, & 12 having demonstrated competency in challenging subject matter…. AMERICA 2000

    15. America’s Education Goals 4. U.S. students will be 1st in the world in math and science achievement. Every adult will be literate; will possess knowledge/skills to compete globally Every school in America will be free of drugs and violence. AMERICA 2000

    16. Time for Results The Governor’s 1991 Report on Education Recommendations States should create more leadership programs for school leaders Parents should have more choice in the public schools their children attend School districts/schools that don’t make the grade should be declared bankrupt, taken over by the state & reorganized

    17. Recommendations Career ladder programs for teachers should be instituted The nation, the states, and school districts need better report cards States should have school-readiness programs for 4-5 year olds from poor families to reduce drop out rates Time for Results The Governor’s 1991 Report on Education

    18. Recommendations School districts should make better use of school buildings that are vacant nearly ˝ year Improved use of technology through proper planning/training to provide teachers better tools & more time to teach States should insist that colleges assess what students actually learn while in college Time for Results The Governor’s 1991 Report on Education

    19. Recommendations – Bill Clinton’s Task Force Match state-sponsored educational training and certification requirements to skills principals needed to be effective Provide incentives/technical assistance to districts to promote school-site management and school renewal Time for Results The Governor’s 1991 Report on Education

    20. A SCANS REPORT FOR AMERICA 2000 Secretary’s Commission on Achieving Necessary Skills – April, 1992 5 Competencies for Students Resources – identifies, plans, allocates Interpersonal – Works with others Information – Acquires and uses Systems – Understands complex inter-relationships Technology – Works with a variety

    21. Recommendations Make the SCANS foundation skills and workplace competencies explicit objectives of instruction at all levels Assessment system to provide students & workers with resume’ documenting attainment of SCANS know-how A SCANS REPORT FOR AMERICA 2000 Secretary’s Commission on Achieving Necessary Skills – April, 1992

    22. Recommendations All employers should incorporate the SCANS know-how into all HR development efforts Federal Government should continue to bridge gap between school and high performance workplace Every employer creates vision around principles of the high performance workplace. A SCANS REPORT FOR AMERICA 2000 Secretary’s Commission on Achieving Necessary Skills – April, 1992

    23. Comparison to Goals 2000 Recs. Report cites Drucker and Deming IndianaPLUS: Model “School to Work Project Standards and Assessment are central Tests vs Assessment A SCANS REPORT FOR AMERICA 2000 Secretary’s Commission on Achieving Necessary Skills – April, 1992

    24. AN ACT To improve learning and teaching by providing a national framework for education reform; To promote the research, consensus building, and systemic changes needed to ensure equitable educational opportunities and high levels of educational achievement for all students; GOALS 2000

    25. AN ACT To provide a framework for reauthorization of all Federal education programs; To promote the development and adoption of a voluntary national system of skill standards and certifications; and For other purposes. GOALS 2000

    26. GOALS 2000 Based on 5 Fundamental Principles That Underlie School Change All students can learn Lasting improvements depend on school-based leadership Simultaneous top-down/bottom-up reform is necessary

    27. Based on 5 Fundamental Principles That Underlie School Change Strategies must be locally developed, comprehensive, and coordinated Whole community must be involved in the developing strategies for system-wide improvement GOALS 2000

    28. THE GOALS – By the year 2000: All children will start school ready to learn. The high school graduation rate will increase to at least 90%. American students will leave grades 4, 8, & 12 having demonstrated competency in challenging subject matter…. GOALS 2000

    29. THE GOALS – By the year 2000: 4. U.S. students will be 1st in the world in math and science achievement. Every adult will be literate; will possess knowledge/skills to compete globally Every school in America will be free of drugs and violence. GOALS 2000

    30. National Fears Drove Misconceptions about the Educate America Act Goals 2000 will lead to a federal government takeover of local education. Our schools will be pushed toward a philosophy known as Outcome-Based Education GOALS 2000

    31. National Fears Drove Misconceptions about the Educate America Act Goals 2000 creates the National Education Standards and Improvement Council, which will act as a “national school board” and control what is taught in the classroom Goals 2000 requires the use of National Standards GOALS 2000

    32. No Child Left Behind Act Four Reform Principles Accountability: Guaranteeing Results Flexibility: Local Control for Local Challenges Research-Based Reforms: Proven Methods with Proven Results Parental Options: Choices for Parents, Hope for Kids.

    33. Four Reform Principles Accountability: Guaranteeing Results Flexibility: Local Control for Local Challenges Research-Based Reforms: Proven Methods with Proven Results Parental Options: Choices for Parents, Hope for Kids.

    34. Accountability: Accountability begins with informed parents, communities and elected leaders so we can work together to improve schools.

    35. No Child Left Behind gives communities the freedom to find local solutions for local challenges. Flexibility:

    36. The Problem: Some schools use unreliable and untested methods that can actually impede academic progress. The Solution: Encourage schools to use evidence-based practices and materials. Research-Based Improvements:

    37. No Child Left Behind provides a lifeline to parents by giving them information regarding not only how their child is achieving academically, but how their school and school district are performing as well. Parental Options / Hope for Kids:

    38. Arizona LEARNS HB2277 Creates new labels for Arizona Schools (2003) Labels are different than those for DOE Double-tracking, double record-keeping for Arizona schools

    39. New Arizona School Labels Excelling Highly Performing Performing Underperforming Failing to Meet Academic Standards Arizona LEARNS

    40. No Child Left Behind: A New Era in Education “When it comes to the education of our children … failure is not an option” President George W. Bush August 1st, 2001

    41. Stats & Graphs

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