yearly standardized tests were the primary way that the no child left behind act (nclb) evaluated student performance.
yearly standardized tests were the primary way that the no child left behind act (nclb) evaluated student performance.
what was the primary way that the no child left behind act (nclb) evaluated student performance?
yearly standardized tests
the most recent and significant alteration to the original title i was made by its reauthorization under no child left behind (nclb). in this reauthorization, nclb required increased accountability from its schools both from the teachers and from the students. yearly standardized tests were mandated in order to measure how schools were performing against the achievement bars set by title i. schools were also responsible for publishing annual report cards that detailed their student achievement data and demographics. schools were now held accountable not only by punitive measures that would be taken if schools fail to meet adequate yearly progress (ayp), but also corrective actions were taken if states did not have an assessment system approved by title i. under nclb, schools are also required to plan for “restructuring” if they fail to make ayp for three years after being identified for improvement. more schools took corrective action under nclb than under iasa. nclb also required teachers to be highly qualified if hired using title i funding.
elementary and secondary education act
the highly qualified teacher provision is one of the goals of the no child left behind act (nclb) of 2001. the term highly qualified teachers (hqt) comes from the original language of title ii (preparing, training, and recruiting high quality teachers and principals) of the no child left behind act. title ii of nclb designates federal funds to educational agencies for the purpose of improving the student achievement through the professional development of highly qualified teachers and principals. to qualify for this funding, states must comply with a series of conditions stipulated in nclb, and track their progress toward goals each state sets. title ii was originally known as the eisenhower professional development program, and has undergone several reauthorizations, though the original intent has remained relatively intact. the main goals of the highly qualified teacher provision is to ensure that every classroom is staffed by a teacher deemed "highly qualified" under conditions set by nclb. as some point out (e.g., eric hanushek), this section of nclb is quite at odds with the general thrust of nclb because it focuses on school inputs rather than student outcomes. the sections of nclb designated to hqts allocates the majority of the funds to the states and does not clearly define at the federal level what is and what is not a highly qualified teacher, allowing for more local definitions of this term. this provision has come under much scrutiny, as it is up to states to decide how to measure highly qualified, and states are not holding their teachers to the same level of rigor across the country. since its reauthorization in 2001, title ii has yet to reach its stated goal of ensuring that 100% of teachers in public schools in the united states are highly qualified.
highly qualified teachers