Menu
Forums
New posts
Search forums
What's new
New posts
New media
New media comments
New profile posts
Latest activity
Media
New media
New comments
Search media
Members
Current visitors
New profile posts
Search profile posts
Log in
Register
What's new
Search
Search
Search titles and first posts only
Search titles only
By:
New posts
Search forums
Menu
Log in
Register
Forums
Non-Cattle Specific Topics
Every Thing Else Board
Joplin MO School Shooting
JavaScript is disabled. For a better experience, please enable JavaScript in your browser before proceeding.
You are using an out of date browser. It may not display this or other websites correctly.
You should upgrade or use an
alternative browser
.
Reply to thread
Help Support CattleToday:
Message
<blockquote data-quote="aplusmnt" data-source="post: 283000" data-attributes="member: 1399"><p>I am not that read on the "No Child Left Behind Act" But I am not so sure all the negative responses we get from the Teachers is a reliable source (even though it should be). School officials fought this from day one and why wouldn't they, it basically put their jobs on the line. If they failed to make the improvements in their school they would loose funding. It enabled a parent to move their kid to another school if the school failed to improve academically. Teachers and School officials have a lot riding on this, mostly their Jobs!</p><p></p><p>For 30 years prior to the NCLB Act our schools and academic situation had been deteriorating. No one Law could fix it completely but that is no reason not to try to fix it. So far from what I have read it has showed some improvements. You can go to<strong> <a href="http://www.ed.gov/nclb/overview/importance/difference/index.html" target="_blank">http://www.ed.gov/nclb/overview/importa ... index.html</a> </strong> To get a specific report card on improvements in your specific state. </p><p></p><p>But here are some general advancements within the U.S. as a whole. In just 5 short years. </p><p></p><p></p><p></p><p><em>Multiple studies and reports show that student achievement is rising across America:</em></p><p><em></em></p><p><em>The long-term Nation's Report Card (NAEP) results, released in July 2005, showed elementary school student achievement in reading and math at all-time highs and the achievement gap closing. </em></p><p><em></em></p><p><em>More progress was made by nine-year-olds in reading in the last five years than in the previous 28 years combined. </em></p><p><em>America's nine-year-olds posted the best scores in reading (since 1971) and math (since 1973) in the history of the report. America's 13-year-olds earned the highest math scores the test ever recorded. </em></p><p><em>Reading and math scores for African American and Hispanic nine-year-olds reached an all-time high. </em></p><p><em>Math scores for African American and Hispanic 13-year-olds reached an all-time high. </em></p><p><em>Achievement gaps in reading and math between white and African American nine-year-olds and between white and Hispanic nine-year-olds are at an all-time low. </em></p><p><em></em></p><p><em>The state-by-state Nation's Report Card results, released in October 2005, showed improved achievement in the earlier grades in which NCLB is focused. In the last two years, the number of fourth-graders who learned their fundamental math skills increased by 235,000—enough to fill 500 elementary schools! </em></p><p><em></em></p><p><em>Across-the-board improvements were made in mathematics and in fourth-grade reading. </em></p><p><em>African American and Hispanic students posted all-time highs in a number of categories. </em></p><p><em>Forty-three states and the District of Columbia either improved academically or held steady in all categories (fourth- and eighth-grade reading and fourth- and eighth-grade math). </em></p><p><em></em></p><p><em>The Nation's Report Card Trial Urban District Assessment, released in December 2005, showed students in select urban school districts improving faster than their peers nationwide over the last two years. </em></p><p><em></em></p><p><em>Fourth-graders in eight of the 10 urban districts made larger gains in math scores than the national average. </em></p><p><em>Fourth-graders in seven of 10 urban districts made larger gains in reading scores than the national average. </em></p><p><em>Eighth-graders in seven of 10 urban districts made more progress in basic math skills than the national average. </em></p><p><em></em></p><p><em>And the Nation's Report Card Science 2005 Report found significant academic gains by fourth-graders. </em></p><p><em></em></p><p><em>Overall, fourth-graders improved four points in science achievement over 1996 and 2000 levels. </em></p><p><em>The lowest-performing students made the largest gains. </em></p><p><em>African American and Hispanic fourth-graders made significant gains as well, narrowing the achievement gap. </em></p><p><em>Reading and math are important foundational skills for science. </em></p><p><em></em></p><p><em></em></p></blockquote><p></p>
[QUOTE="aplusmnt, post: 283000, member: 1399"] I am not that read on the "No Child Left Behind Act" But I am not so sure all the negative responses we get from the Teachers is a reliable source (even though it should be). School officials fought this from day one and why wouldn't they, it basically put their jobs on the line. If they failed to make the improvements in their school they would loose funding. It enabled a parent to move their kid to another school if the school failed to improve academically. Teachers and School officials have a lot riding on this, mostly their Jobs! For 30 years prior to the NCLB Act our schools and academic situation had been deteriorating. No one Law could fix it completely but that is no reason not to try to fix it. So far from what I have read it has showed some improvements. You can go to[b] [url=http://www.ed.gov/nclb/overview/importance/difference/index.html]http://www.ed.gov/nclb/overview/importa ... index.html[/url] [/b] To get a specific report card on improvements in your specific state. But here are some general advancements within the U.S. as a whole. In just 5 short years. [i]Multiple studies and reports show that student achievement is rising across America: The long-term Nation's Report Card (NAEP) results, released in July 2005, showed elementary school student achievement in reading and math at all-time highs and the achievement gap closing. More progress was made by nine-year-olds in reading in the last five years than in the previous 28 years combined. America's nine-year-olds posted the best scores in reading (since 1971) and math (since 1973) in the history of the report. America's 13-year-olds earned the highest math scores the test ever recorded. Reading and math scores for African American and Hispanic nine-year-olds reached an all-time high. Math scores for African American and Hispanic 13-year-olds reached an all-time high. Achievement gaps in reading and math between white and African American nine-year-olds and between white and Hispanic nine-year-olds are at an all-time low. The state-by-state Nation's Report Card results, released in October 2005, showed improved achievement in the earlier grades in which NCLB is focused. In the last two years, the number of fourth-graders who learned their fundamental math skills increased by 235,000—enough to fill 500 elementary schools! Across-the-board improvements were made in mathematics and in fourth-grade reading. African American and Hispanic students posted all-time highs in a number of categories. Forty-three states and the District of Columbia either improved academically or held steady in all categories (fourth- and eighth-grade reading and fourth- and eighth-grade math). The Nation's Report Card Trial Urban District Assessment, released in December 2005, showed students in select urban school districts improving faster than their peers nationwide over the last two years. Fourth-graders in eight of the 10 urban districts made larger gains in math scores than the national average. Fourth-graders in seven of 10 urban districts made larger gains in reading scores than the national average. Eighth-graders in seven of 10 urban districts made more progress in basic math skills than the national average. And the Nation's Report Card Science 2005 Report found significant academic gains by fourth-graders. Overall, fourth-graders improved four points in science achievement over 1996 and 2000 levels. The lowest-performing students made the largest gains. African American and Hispanic fourth-graders made significant gains as well, narrowing the achievement gap. Reading and math are important foundational skills for science. [/i] [/QUOTE]
Insert quotes…
Verification
Post reply
Forums
Non-Cattle Specific Topics
Every Thing Else Board
Joplin MO School Shooting
Top