scholarly journals Meeting The Needs Of Rural Site-Bound Paraeducators

2011 ◽  
Vol 1 (7) ◽  
Author(s):  
Mary Cathey White ◽  
George White ◽  
Mary Susan E. Fishbaugh
Keyword(s):  
No Child Left Behind ◽  
Rural Site ◽  
State University ◽  
Highly Qualified ◽  
Elementary And Secondary Education ◽  
Montana State University ◽  
Left Behind ◽  
Program Of Study ◽  
Associate Of Arts ◽  
Education Act

The Elementary and Secondary Education Act 2002-No Child Left Behind (NCLB) mandates that paraeducators who work with today’s children and youth are highly qualified.  Montana State University-Billings (MSU-Billings) has revised its Associate of Arts Program of Study in Education with the intention of supporting Montana and other rural states in complying with this mandate.  In additioin to a two-year program of study at our main campus, the MSU-Billings College of Technology provides an exam for paraeducators with preparatory/remedial support modules.

Look Back: The feds, the states, and Kappan

2019 ◽  
Vol 101 (2) ◽  
pp. 5-7
Author(s):  
Teresa Preston
Keyword(s):  
No Child Left Behind ◽  
Federal Government ◽  
Department Of Education ◽  
Federal Mandates ◽  
Elementary And Secondary Education ◽  
Left Behind ◽  
Federal Department ◽  
Education Act ◽  
State And Local ◽  
Every Student Succeeds Act

Across the decades, the balance of power between the federal government, states, and local districts has shifted numerous times, and Kappan authors have weighed in on each of those shifts. Kappan Managing Editor Teresa Preston traces those shifts, beginning with the 1965 Elementary and Secondary Education Act (ESEA), which gave the federal government a larger role in public education. Further expansion occurred under the Carter administration, with the launch of the new federal Department of Education. As the new department continued operations under Reagan, its priorities expanded, but actual decision-making authority reverted to states. States, in turn, began involving themselves more with instructional and curricular matters, a trend that eventually made its way back to the federal level, with the passage of the No Child Left Behind Act (NCLB). Under NCLB, federal mandates had the effect of requiring state and local levels to take on additional responsibilities, without necessarily having the capacity to do so. This capacity issue remains a concern under the Every Student Succeeds Act (ESSA).

Getting Ruby a Quality Public Education: Forty-Two Years of Building the Demand for Quality Public Schools through Parental and Public Involvement

2006 ◽  
Vol 76 (4) ◽  
pp. 570-586 ◽  
Author(s):  
ARNOLD FEGE
Keyword(s):  
Public Schools ◽  
No Child Left Behind ◽  
Public Education ◽  
School Improvement ◽  
Public Involvement ◽  
Elementary And Secondary Education ◽  
Left Behind ◽  
History Of ◽  
Education Act ◽  
Access To Data

In this article, Arnold Fege identifies parental and public engagement as critical to sustaining equity in public education. He traces the history of this engagement from the integration of schools after Brown v. Board of Education in 1954 and the implementation in 1965 of the Elementary and Secondary Education Act through the provisions of No Child Left Behind (NCLB). He finds that while NCLB gives parents access to data, it does not foster use of that information to mobilize the public to get involved in school improvement. Fege concludes with historical lessons applicable to the reauthorization of NCLB, emphasizing enforcement of provisions for both parental and community-based involvement in decisionmaking, resource allocation, and assurance of quality and equity.

No Child Left Behind

2011 ◽  
pp. 634-640 ◽  
Author(s):  
Junko Yamamoto
Keyword(s):  
Public Schools ◽  
No Child Left Behind ◽  
Title I ◽  
Federal Government ◽  
Federal Funding ◽  
Department Of Education ◽  
Elementary And Secondary Education ◽  
Left Behind ◽  
Education Association ◽  
Education Act

The Federal Government passed the Elementary and Secondary Education Act (ESEA) in 1965 to enable the federal government to finance public schools (Paige, 2004). This law was signed by President Johnson and has been revised every 5 years since then (Wisconsin Education Association Council, n.d.). ESEA started the provision of Title I funding, the federal money given to a school district to assist students who are falling behind academically (Public Schools of North Carolina, n.d.). President George W. Bush signed the ESEA, No Child Left Behind Act of 2001(NCLB) (P.L.107-110), on January 8, 2002 (U.S. Department of Education, n.d.). This provision designated that total federal funding of $116,250 million was to be dispensed between 2002 and 2007. The Act was strongly supported by both parties: the final vote was 87 to 10 in the Senate and 381 to 41 in the House (Paige, 2004). This article will address the necessity for teacher training caused by the educational institution’s accountability imposed by No Child Left Behind, and the stronger need to assist disabled learners affirmed by the law.

scholarly journals Preparing Teachers: Highly Qualified to Do What? Editors’ introduction

2013 ◽  
Vol 21 ◽  
pp. 54
Author(s):  
Elaine Chin ◽  
Pia L. Wong
Keyword(s):  
No Child Left Behind ◽  
Teacher Preparation ◽  
Program Improvement ◽  
Teacher Preparation Programs ◽  
Highly Qualified ◽  
Preparation Programs ◽  
Elementary And Secondary Education ◽  
Education Act ◽  
K 12 ◽  
Scripted Curricula

The No Child Left Behind Act of 2001 has had significant effects on teacher preparation programs, both in terms of changes required for policy compliance and through important program adjustments. These adjustments have largely been made in response to changes in partner schools and districts, where pacing guides, scripted curricula, benchmark testing and program improvement mandates are now the norm. In the context of anticipated robust policy activity in K-12 education and teacher education (e.g., possible re-authorization of the Elementary and Secondary Education Act, adoption of the Common Core Standards, new teacher certification performance assessments, etc.), it is important to understand the ways in which the current federal law, focused primarily on K-12 education, has also shaped teacher preparation programs. Paying attention to the dynamics involved in such context that his article introduces the articles of EPAA/AAPE’s Special Issue on Preparing Teachers: Highly Qualified to Do What?

scholarly journals Una perspectiva histórica de la educación bilingüe en Estados Unidos

2011 ◽  
Vol 12 (3) ◽  
pp. 41-55
Author(s):  
Mª Isabel García Garrido ◽  
Miguel Fernández Álvarez
Keyword(s):  
No Child Left Behind ◽  
Secondary Education ◽  
Bilingual Education ◽  
Benjamin Franklin ◽  
Elementary And Secondary Education ◽  
Left Behind ◽  
Education Act ◽  
Bilingual Education Act

El presente artículo presenta una revisión de la evolución de la educación bilingüe en los Estados Unidos. Así pues, presentamos una sinopsis de los principales movimientos que han estado en contra y a favor del bilingüismo.  El respeto por la diversidad cultural y lingüística empezó a verse comprometido a partir de 1750 cuando Benjamín Franklin llevó a cabo el primer intento de imponer el inglés como el lenguaje oficial de los Estados Unidos. La oposición más fuerte al bilingüismo vio la luz en 1983 a través de un movimiento conocido como U.S. English. En 1986 aparecería otro movimiento con las mismas intenciones que U.S. English, el llamado English First. No obstante, el bilingüismo también ha tenido sus defensores, tales como el movimiento llamado English Plus. A su vez, el futuro del bilingüismo también se ha visto protegido de forma legal a través de tres actas gubernamentales: (1) Elementary and Secondary Education Act (ESEA), (2) Bilingual Education Act of 1968, y (3) No Child Left Behind Act.

We Are the 5%

2012 ◽  
Vol 41 (7) ◽  
pp. 243-251 ◽  
Author(s):  
Andrew McEachin ◽  
Morgan S. Polikoff
Keyword(s):  
No Child Left Behind ◽  
Adequate Yearly Progress ◽  
School Level ◽  
Elementary And Secondary Education ◽  
Identification Schemes ◽  
Left Behind ◽  
Accountability System ◽  
Level Data ◽  
Education Act ◽  
The Stability

This article uses data from California to analyze the results of the proposed accountability system in the Senate’s Harkin-Enzi draft Elementary and Secondary Education Act reauthorization. The authors analyze existing statewide school-level data from California, applying the accountability criteria proposed in the draft law. Comparing the proposed system to the No Child Left Behind Act’s Adequate Yearly Progress provisions, they draw conclusions about the stability of the proposed identification schemes and the types of schools likely to be identified. They conclude with several policy recommendations that could be easily incorporated into the law, based on their analysis and the existing literature.

Elementary and Secondary Education Act (No Child Left Behind)

2013 ◽  
pp. 1069-1070
Author(s):  
Tony Charman ◽  
Susan Hepburn ◽  
Moira Lewis ◽  
Moira Lewis ◽  
Amanda Steiner ◽  
...  
Keyword(s):  
No Child Left Behind ◽  
Secondary Education ◽  
Elementary And Secondary Education ◽  
Left Behind ◽  
Education Act

Recruiting Mathematics Teachers: Strategies to Consider

2004 ◽  
Vol 97 (2) ◽  
pp. 92-95
Author(s):  
Barbara J. Reys ◽  
Robert E. Reys
Keyword(s):  
Middle School ◽  
No Child Left Behind ◽  
Mathematics Teachers ◽  
Bachelor's Degree ◽  
Highly Qualified ◽  
Elementary And Secondary Education ◽  
Left Behind ◽  
School Year ◽  
Full State ◽  
Certification Requirements

The federal No Child Left Behind Act (Public Law 107-110, HR 1, 2001) calls for all teachers in schools receiving federal funds to be “highly qualified.” That is, they must hold a bachelor's degree, demonstrate competence in the subject matter that they teach, and have full state teacher certification—their certification requirements cannot be waived nor can they have an “emergency, provisional, or temporary” certificate. These requirements are mandatory by the 2005–2006 school year. However, a serious shortage of mathematics teachers continues to exist in middle and secondary schools. For example, the Missouri Department of Elementary and Secondary Education reported that during the past fifteen years, an average of fewer than 200 mathematics teaching certificates (middle school and secondary) were issued annually by thirty-four different colleges and universities in the state. This average is far short of the more than 400 job listings that Missouri school districts annually post for middle school and secondary mathematics teachers.

Sign in / Sign up

Export Citation Format

Share Document