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Manwaring believes that No Child Left Behind has been too "hands-off" and that states have been avoiding hard choices such as replacing people in failing schools. He believes intervention in low-performing districts has been too slow to occur. He believes the key is for the federal government to insist on heavier oversight from the states and to propose shorter timelines for quicker actions to be taken with consistently failing schools. He believes the federal government should continue to invest in school improvement, but move from a "formula-driven program" to competitive grants, which will reward schools who make drastic improvement in low-performing schools. He believes that states should be in charge of approving the "other major restructuring plans" (as discussed above) for schools, in order to ensure that they are the right steps to drastically improve student performance. Lastly, he believes Title I funding "comparability" requirements should be changed to make sure that all Title I schools receive an accurate amount of state and local funding.
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professional development for their teachers and staff. If a school does not make AYP for three consecutive years, they will be in "Supplemental
Services" School Improvement Status, which means that in addition to all the "Choice" requirements above, they must also use some of their Title I funds to support students by providing tutoring or after-school programs from a state-approved provider. If a school fails AYP for four years in a row they enter "Corrective Action" Improvement Status, where they must provide both "Choice" and "Supplemental Services", as well as choose one of the following: replace responsible staff, implement a new curriculum, decrease a school's management authority, appoint an external expert to advise the school, or restructure the internal organization of the school. Lastly, if a school fails AYP for five years or more, they must implement one of the following:
471:
meet AYP. Duncan also believes that this kind of system narrows curriculum and mislabels schools as failing, even though they may be demonstrating academic growth in other ways other than state tests. Over the years since NCLB has been in place, 44 states have made strides in raising their standards but are now having to explain why their schools are "failing". To fix this, the secretary of state believes the law needs to be less prescriptive and allow school districts to create their own improvement plans unique to their needs. In 2015, the Obama administration offered states flexibility from NCLB in exchange for their own fair and flexible plans to raise standards. So far, 42 states have shown interest in this system and are currently working with the
Department of Education. Congress's efforts to reauthorize NCLB ultimately led in 2015 to the
185:
proper instructional material that will in turn aid in performance on the challenging state academic standards that all students are to meet with proficiency. This process is meant to help meet the educational needs of low-achieving children in the nation's poverty-stricken schools, and have every school performing at a national standard level. If this is achieved, then NCLB is said to have "closed the gap". This means that the achievement gap between high- and low-performing schools and children will be less prominent and all will be achieving at the same level and standard throughout the nation. Thus, there will be no child left behind and no schools identified as "schools in need of improvement".
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failure is unacceptable. He suggests that districts push for collective bargaining agreements that allow for improving the staff at low-performing schools, including evaluation systems that allow for the timely removal of poor performing teachers. He also believes that school leaders must be able to make radical changes quickly in order to turn around low-performing schools, with high teacher investment in such policies. Lastly, he believes that school districts need to be prepared to establish new schools in order to close the lowest-performing schools over time.
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forgiveness programs, and housing assistance, to encourage people to enter the profession in general, to better their qualifications, or to work in particular school settings. NCLB required that
Illinois stop the use of unqualified teachers and in place offered more training so that teachers could come back under NCLB guidelines. After this, employment of not-fully certified teachers was much less prevalent even in the schools with highest poverty and numbers of minorities, where not-fully certified teachers are most seen.
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districts to implement an intervention model, during which the state will provide support and monitor progress. He believes they should take control of charter schools by ensuring effective charter oversight, closing low-performing charter schools and providing a fair amount of funding and facilities to successful charters. Lastly, he states should monitor school restructuring closely and be prepared to step in when needed.
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Behind." Those determinations often come down to the performance of small numbers of students that do not reflect the progress of the whole school. As of 2006, the
Program for International Student Assessment (PISA), which performs math and reading assessments of national education systems, does not include special education students as a significant portion of their assessment population.
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to be achieved through financial assistance to local educational agencies for the education of children of low-income families or with disabilities. In 2001, ESEA was modified and renamed the No Child Left Behind Act. To its proponents, the goal of NCLB and the AYP measurement was the strengthening and improvement of the education of elementary and secondary school students.
121:. As defined by National Council on Measurement in Education (NCME), AYP was "the amount of annual achievement growth to be expected by students in a particular school, district, or state in the U.S. federal accountability system, No Child Left Behind (NCLB)." AYP has been identified as one of the sources of controversy surrounding
145:, Sec. 1111 (b)(F), required that "each state shall establish a timeline for adequate yearly progress. The timeline shall ensure that not later than 12 years after the 2001-2002 school year, all students in each group described in subparagraph (C)(v) will meet or exceed the State's standards." These timelines were developed by
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On
January 8, 2002, George W. Bush signed the No Child Left Behind Act. According to Arne Duncan, U.S. Secretary of Education, it has created an artificial goal of proficiency that actually encouraged states to lower their standards to make it easier for students to meet goals and bring the school to
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On the local level, Manwaring believes that since local school districts are closest to the schools, and have the flexibility necessary to act immediately for students, they should change their policies to ensure that schools have an equal amount of resources, and to reinforce the fact that long-term
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by a panel including representatives, parents, teachers and state and local educational agencies. After review, the states will receive feedback and recommendations from panelists on how to better align their criteria with the statute of No Child Left Behind. These requirements include ten specific
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Schools across the country have restructured according to standards dictated by the federal government, rather than local needs. A principal of one such school remarked, "Putting all of the neediest special education students in a few schools seems to create insoluble challenges under No Child Left
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reports, "The NCLB Act is very prescriptive with regard to how this is to be done – very little flexibility is afforded to states. The same process was used to establish starting points for reading and math." Using assessment data from 2002, the U.S. Department of
Education determined what specific
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The federal government's role in this area was earlier defined under the
Elementary and Secondary Education Act (ESEA). The ESEA stated that its purpose was to strengthen and improve educational quality and educational opportunities in the nation's elementary and secondary schools. These goals were
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However, outside critics and analysts continue to make their own suggestions on improvements for
Adequate Yearly Progress. One example of this is Robert Manwaring (a Senior Policy Analyst at Education Sector), who has many suggestions at the federal, state and local levels. On the federal level,
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These "other major governance restructuring" strategies were most popular in restructuring schools in 2007–2008, and allow schools to do a variety of things to improve their schools such as narrow the grade range, re-open as a theme school, close the school, create smaller learning communities, or
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wrote, "The statute gives States and local educational agencies significant flexibility in how they direct resources and tailor interventions to the needs of individual schools identified for improvement... schools are held accountable for the achievement of all students, not just average student
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do not meet AYP for two consecutive years, they are placed in "Choice" School
Improvement Status, which means they must develop an improvement plan, provide students the option to transfer to a different school and provide them transportation to get there, and use part of their Title I funds for
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The purpose of the No Child Left Behind Act is to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach. This is ensured through the use of academic assessments, teacher preparation and training, rigorous curriculum and adequate and
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Another controversial concern of NCLB is that it produces unintended consequences on other school subjects. Since AYP is based mostly on standardized state testing on the subjects of math and reading, it is believed that this may cause schools to neglect other subjects. Also, NCLB is thought to
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in order to measure AYP. These assessments allow state education agencies to develop target starting goals for AYP. After those are developed, states must increase student achievement in gradual increments in order for 100 percent of the students to become proficient on state assessments by the
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NCLB was not set in place just to make sure students meet proficiency, but also to encourage teachers to become more qualified and agree to working in different environments depending on need. States have developed a variety of incentives to encourage this. These include tuition benefits, loan
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On the state level, Manwaring believes that states are reluctant to intervene in low-performing schools, and that many state departments lack the experience or capacity to facilitate school turnaround anyway. He suggests that states should identify schools in need of improvement, and require
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diagnosed that NCLB "paid no attention to whether students below proficient were making strides, or (those) above proficiency." Ohio is proposing a more subtle "growth model" that would allow schools to better demonstrate progress without jeopardizing past academic accomplishments.
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proficiency and individuals with disabilities. Once those percentages were determined, each State
Department of Education is required to ensure the standards are the same for each public school, district and subgroup of students, irrespective of differences.
938:. OECD/Joint Research Centre- European Commission, Students with Disabilities, Learning Difficulties and Disadvantages in the Baltic States, South Eastern Europe and Malta: Educational Policies and Indicators, OECD Publishing. Retrieved 5/9/12.
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Every state education agency is required to determine which schools do not meet AYP every year. However, a specific designation by the U.S. Department of Education called "Federal school improvement status" applies only to schools that receive
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The NCLB made provisions for schools that did not demonstrate adequate yearly progress. Those that did not meet AYP for two years in a row were identified as "schools in need of improvement" and were subject to immediate interventions by the
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rates for high schools and districts, and at least one other academic indicator. States are in charge of developing their own criteria for meeting AYP and must submit them for approval. Upon receipt, all criteria provided will be
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provide teachers with the motive to focus energy in the classroom towards the types of questions that students will face on proficiency-based tests as opposed to other questions and topics that should be addressed equally.
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Adequate Yearly Progress requires that every public school complete three requirements annually. Requirements for the percentage of growth is determined on a state-by-state basis. In Illinois those requirements include:
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A state's definition of AYP must include graduation rates for high schools, as well as an additional indicator for middle and elementary schools, which may be selected by the states (such as attendance
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To make AYP as a school, a state must ensure that it has assessed at least 95% of students in each subgroup (special education, English language learners, low income, race/ethnicity) enrolled.
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Currently, schools are allowed to appeal their AYP findings to their State Education Agency and/or the U.S. Department of Education, if applicable. Appeals have been made in account of
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working under guidance from the federal government. The No Child Left Behind Act (NCLB) was the law used as the primary statute governing the federal government's role in education.
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A state's definition of AYP must be based on expectations for growth in student achievement that includes that all students will be proficient in reading and math by 2013–2014.
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The option of extending NCLB-required sanctions to non-Title I schools does exist; however, there is little current research indicating the implementation of this practice.
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According to the Department of Education, AYP was a diagnostic tool that determined how schools needed to improve and where financial resources were to be allocated. Former
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Additionally, state education agencies must determine the yearly progress of districts and identify districts in need of improvement. Some states, including
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At least 95 percent of all students meet the minimum annual target for attendance rate for elementary and middle schools or graduation rate for high schools.
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percentages of students each state is required to make proficient in each subject area. Special considerations were made for students with limited
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State education agencies across the United States have developed numerous strategies designed to improve AYP. For instance, steps taken by the
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http://www.ncme.org/ncme/NCME/Resource_Center/Glossary/NCME/Resource_Center/Glossary1.aspx?hkey=4bb87415-44dc-4088-9ed9-e8515326a061#anchorA
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funds. State education agencies are required to determine what larger goals are required of every school as they fail to perform annually.
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At least 95 percent of all students meet the minimum annual target for meeting or exceeding standards for reading and mathematics.
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and then, according to the Department of Education, "more serious corrective actions" occurred if the school failed to make AYP.
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All public schools and local education agencies will be held accountable for the achievement of all individual subgroups.
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Any other major governance restructuring: engaging in another form of major restructuring that makes fundamental reforms
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921:"Two views on school grades: Federal reports show progress, but state grades slip at several schools based on FCAT."
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across the state, comprehensive high school redesign focused on rigorous and relevant education, and integrated
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A single statewide accountability system which is applied to all public schools and local education agencies.
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A state must make annual decisions about the achievement of all public schools and local education agencies.
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Criticisms are being met with a series of innovations on the state level. In 2007, the top official of the
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1006:"The Changing Distribution of Teacher Qualifications Across Schools: A Statewide Perspective Post-NCLB"
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Reconstitution: replacing school staff, including the principal, relevant to the failure in the school
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that states a Knowledge editor's personal feelings or presents an original argument about a topic.
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RESTRUCTURING ‘RESTRUCTURING’: Improving Interventions for Low-Performing Schools and Districts.
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All kindergarten-through-twelfth-grade schools are required to demonstrate AYP in the areas of
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Popham, W.J. (2004) "Chapter 2: Annual Yearly Progress (AYP): Little letters, big impact,"
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867:"School Restructuring What Works When? A Guide for Education Leaders." Retrieved 6/24/09.
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America's "Failing" Schools: How Parents and Teachers Can Cope with No Child Left Behind
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A state's definition of AYP must be based primarily on the state's academic assessments.
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create their own option that is not provided by the Department of Education.
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936:"PISA 2006 and the Participation of Students with Special Educational Needs"
763:(2002) "No Child Left Behind: A desktop reference." DIANE Publishing. p. 17.
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throughout learning, including the Georgia Virtual School and a free online
629:"Key Policy Letters Signed by the Education Secretary or Deputy Secretary,"
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At least 95 percent of all students are tested for reading and mathematics.
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A state's accountability system must be statistically valid and reliable.
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The state accountability system must include all public school students.
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Contracting: contracting with an outside entity to operate the school
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in the country was performing academically according to results on
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586:"Elementary & Secondary Education Act (ESEA)(P.L. 89-10)"
559:"Adequate Yearly Progress: North Layton Junior High Results."
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State takeovers: turning the school operations over to the
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personal reflection, personal essay, or argumentative essay
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The George W. Bush Years: NCLB - Adequate Yearly Progress.
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U.S. public school metric of standardized test performance
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U.S. Department of Education. 7/25/02. Retrieved 6/31/07.
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Federal Legislation and Education in New York State 2005
774:"State lowers test standard to meet federal guidelines,"
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results and data collected by testing companies such as
949:"State model may change assessment of student progress"
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California Department of Education. Retrieved 6/29/07.
640:(nd) U.S. Department of Education. Retrieved 6/31/07.
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Illinois State Board of Education. Retrieved 6/29/07.
995:. New York State Education Agency. Retrieved 6/7/07.
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Michigan Department of Education. Retrieved 6/29/07.
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Georgia Department of Education. Retrieved 6/29/07.
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901:Almost 100 Schools Lose Needs Improvement Label".
790:How to Get the Most Reform for Your Reform Money.
678:. US Department of Education. Retrieved 10/29/11.
666:. US Department of Education. Retrieved 5/14/2013
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878:"Indicator 2: Adequate Yearly Progress (AYP)"
522:New York State Department of Education. (nd)
503:National Council on Measurement in Education
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958:. CantonRep.com. 6/24/07. Retrieved 6/29/07.
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689:2005-2006 Accountability Progress Reporting.
1057:United States federal education legislation
876:Education Commission of the States. (2004)
539:"No Educator Left Behind: Private Schools".
527:States' Impact on Federal Education Policy.
1020:"After 10 years, it's time for a new NCLB"
651:"Title I. SEC. 1001. Statement of Purpose"
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861:: CS1 maint: archived copy as title (
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1062:Education reform in the United States
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732:Frequently asked questions about AYP.
172:in their state. First steps included
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453:that have voiced support for AYP.
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709:"Adequate Yearly Progress."
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611:"No Child Left Behind Act"
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18:Adequate yearly progress
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58:by rewriting it in an
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569:Davis School District
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397:specialists" in each
330:Unsuccessful progress
246:AYP must be based on
982:No Child Left Behind
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919:Marshall, T. (2007)
888:Report to the Nation
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449:is among a group of
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843:on January 15, 2009
819:Retrieved 10/29/11.
754:. Routledge. p. 22.
575:. Retrieved 7/5/07.
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987:2007-05-09 at the
788:Case, A.G. (2004)
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615:The New York Times
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969:"Evaluating NCLB"
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