NCLB Choice Option Going Untapped, but Tutoring Picking Up

Autor/in	Olson, Lynn
Titel	NCLB Choice Option Going Untapped, but Tutoring Picking Up
Quelle	In: Education Week, 24 (2005) 27, S.1 (2 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0277-4232
Schlagwörter	Federal Legislation; Tutoring; School Choice; Public Schools; Low Income Groups; Federal Government; Eligibility; Access to Information; Freedom; Transfer Students + Suchen Sie Ihr Suchwort? Bundesrecht; Förderkonzept; Nachhilfeunterricht; Choice of school; Schulwahl; Public school; Öffentliche Schule; Bundesregierung; Eignung; Freiheit; Hochschulwechsel; Schulwechsel; Studienortwechsel
Abstract	Districts are paying scant attention to the provision of federal education law that allows students in low-performing schools to transfer elsewhere, though more are providing children with the supplemental services to which they are entitled. New data submitted to the federal government show that eligible students who transferred to a higher-performing public school under the No Child Left Behind Act (NCLB) averaged 1 percent nationwide in 2003-2004. On the tutoring front, 11 states reported that 20 percent or more of eligible children received supplemental educational services that school year. The 3-year-old NCLB law contains two provisions designed to provide immediate help for children in Title I schools identified for improvement. Students in a school that fails to meet its performance targets for two years in a row can choose to attend another public school in the district. If their school fails to meet its targets for a third year, children from low-income families in such schools can receive free tutoring from a public or private provider selected from a state-approved list. Critics have long complained that the school choice provision is not viable--a complaint that seems to be borne out by the data. (ERIC).
Anmerkungen	Editorial Projects in Education. 6935 Arlington Road Suite 100, Bethesda, MD 20814-5233. Tel: 800-346-1834; Tel: 301-280-3100; e-mail: customercare@epe.org; Web site: http://www.edweek.org/info/about/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10