As AYP Bar Rises, More Schools Fail: Percent Missing NCLB Goals Climbs amid Greater Testing

Autor/in	Olson, Lynn
Titel	As AYP Bar Rises, More Schools Fail: Percent Missing NCLB Goals Climbs amid Greater Testing
Quelle	In: Education Week, 26 (2006) 4, S.1 (2 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0277-4232
Schlagwörter	Federal Legislation; Educational Improvement; Public Schools; Accountability; Educational Testing; Federal State Relationship; Academic Achievement; Educational Objectives; Elementary Education; High Schools; Educational Trends; National Standards; Evaluation Methods; Educational Assessment; Reading Achievement; Mathematics Achievement + Suchen Sie Ihr Suchwort? Bundesrecht; Teaching improvement; Unterrichtsentwicklung; Public school; Öffentliche Schule; Verantwortung; Bund-Länder-Beziehung; Schulleistung; Educational objective; Bildungsziel; Erziehungsziel; Elementarunterricht; High school; Oberschule; Bildungsentwicklung; Education; assessment; Bewertungssystem; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	The proportion of public schools' meeting their prescribed achievement targets under the No Child Left Behind Act appears to have fallen slightly in the 2005-06 school year, while the percent classified under the law as needing improvement increased. The trends bear out earlier predictions that schools would find it increasingly hard to show adequate yearly progress, or AYP, under the law as the number of students tested grew and the performance targets rose over time. Furthermore, many state officials attributed the increasing number of schools that missed one or more achievement targets to the larger number of tests given last school year. The 2005-06 school year marked the first time that all states had to give annual reading and math tests in grades 3-8 and at least once in high school. Thus, it is stated that schools classified as needing improvement that receive federal Title I money face escalating consequences, from being required to allow students to transfer to higher-performing public schools to possible closure. Schools are classified as needing improvement if they fail to make adequate progress for two consecutive years. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10