By Brian M. Stecher
Experiences recommend that the No baby Left at the back of Act of 20011s objective of 100% of U.S. scholars informed in analyzing and arithmetic by way of 2014 are not met. The authors suggest more-uniform nation educational criteria and instructor specifications and broader measures of scholar studying, together with extra matters and checks of higher-thinking and problem-solving abilities.
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Additional resources for Reauthorizing No Child Left Behind: Facts and Recommendations
S. Department of Education will not enforce the HOUSSE phaseout and will seek to address it in NCLB reauthorization. However, she encouraged states to continue phasing out the system. 10 Reauthorizing No Child Left Behind: Facts and Recommendations Second, NCLB requires that teachers who primarily teach LEP students or students with disabilities must meet these same requirements if they teach core academic subjects to these students. 7 • Teachers who teach students with disabilities must have full state certification as special education teachers, as required by the Individuals with Disabilities Education Improvement Act.
State Technical Assistance. As of 2006–2007, 47 states had systems of technical support for districts. In 35 states, state staff provided support to districts; in ten states, regional or county offices provided support to districts. In 2006–2007, most states continued to provide a broad range of technical assistance to all districts. Compared with 2004–2005, more states reported providing assistance to districts to improve parent-involvement activities and to address the needs of LEP students. As was the case for schools, three-fourths of districts reported receiving the technical assistance they needed in most areas and that the assistance they received met their needs.
In 2006–2007, all states, the District of Columbia, and Puerto Rico allowed testing accommodations to enable students with disabilities to take the regular state assessments. Also, all states had alternate assessment systems in place by 2005–2006 for these students, but federal peer-review teams found that 38 states had problems associated with their alternate assessments. By 2006–2007, all 50 states, the District of Columbia, and Puerto Rico had alternate assessments in place, although two were missing some of the required grades.