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5,461 Matching Results
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No Child Left Behind Act: States Face Challenges Measuring Academic Growth
Testimony issued by the Government Accountability Office with an abstract that begins "The No Child Left Behind Act (NCLBA) requires that states improve academic performance so that all students reach proficiency in reading and mathematics by 2014 and that achievement gaps close among student groups. States set annual proficiency targets using an approach known as a status model, which calculates test scores 1 year at a time. Some states have interest in using growth models that measure changes in test scores over time to determine if schools are meeting proficiency targets. The Chairman of the Committee on Education and the Workforce asked GAO to testify on its recent report on measuring academic growth. Specifically, this testimony discusses (1) how many states are using growth models and for what purposes, (2) how growth models can measure progress toward achieving key NCLBA goals, and (3) what challenges states face in using growth models especially to meet the law's key goals. While growth models may be defined as tracking the same students over time, GAO used a definition that also included tracking the performance of schools and groups of students. In comments on the report, Education said that this definition could be confusing. …
Date:
July 27, 2006
Creator:
United States. Government Accountability Office.
Object Type:
Text
System:
The UNT Digital Library
No Child Left Behind Act: Education Actions Needed to Improve Implementation and Evaluation of Supplemental Educational Services
Testimony issued by the Government Accountability Office with an abstract that begins "The No Child Left Behind Act (NCLBA) requires districts with schools receiving Title I funds that have not met state performance goals for 3 consecutive years to offer low-income students enrolled in these schools supplemental educational services (SES), such as tutoring. This testimony discusses early implementation of SES, including (1) how SES participation changed in recent years; (2) how providers work with districts to deliver services; (3) how states monitor and evaluate SES; and (4) how the Department of Education (Education) monitors and supports SES implementation. This testimony is based on an August 2006 report (GAO-06-758). For this report, GAO used the best available data on participation and obtained more recent information on other SES implementation issues through a state survey and a district survey, as well as visits to four school districts and interviews with providers."
Date:
September 21, 2006
Creator:
United States. Government Accountability Office.
Object Type:
Text
System:
The UNT Digital Library
Adequate Yearly Progress (AYP): Implementation of the No Child Left Behind Act
This report is intended to provide an overview of the Adequate Yearly Process (AYP) concept and several related issues, a description of the AYP provisions of the No Child Left Behind Act, and an analysis of the implementation of these provisions by the U.S. Department of Education (ED) and the states. It will be updated when major administrative actions are taken by ED, or substantial new data on state implementation become available.
Date:
August 31, 2006
Creator:
Riddle, Wayne C.
Object Type:
Report
System:
The UNT Digital Library
No Child Left Behind Act: Education's Data Improvement Efforts Could Strengthen the Basis for Distributing Title III Funds
A letter report issued by the Government Accountability Office with an abstract that begins "Title III of the No Child Left Behind Act of 2001 (NCLBA) designates federal funds to support the education of students with limited English proficiency and provides for formula-based grants to states. This report describes the data the Education Department used to distribute Title III funds and the implications of data measurement issues for the two allowable sources of data-- American Community Survey (ACS) and state assessment data--for allocating funds across states. In addition, the report describes changes in federal funding to support these students under NCLBA and how states and school districts used these funds as well as Education's Title III oversight and support to states. To address these objectives, GAO reviewed documentation on ACS and state data, interviewed federal and state officials, and collected data from 12 states, 11 districts, and 6 schools."
Date:
December 7, 2006
Creator:
United States. Government Accountability Office.
Object Type:
Report
System:
The UNT Digital Library
No Child Left Behind Act: Education Actions Needed to Improve Local Implementation and State Evaluation of Supplemental Educational Services
A letter report issued by the Government Accountability Office with an abstract that begins "The No Child Left Behind Act of 2001 (NCLBA) requires districts with schools that have not met state performance goals for 3 consecutive years to offer their low-income students supplemental educational services (SES), such as tutoring, if these schools receive Title I funds. SES are provided outside of the regular school day by a state-approved provider, with responsibility for implementation shared by states and districts. GAO examined (1) how SES participation changed between school years 2003-2004 and 2004-2005; (2) how SES providers are working with districts to deliver SES; (3) how states are monitoring and evaluating SES; and (4) how the Department of Education (Education) monitors and supports state implementation of SES. To collect data on SES, GAO surveyed all states and a nationally representative sample of districts with schools required to offer SES. We also visited 4 school districts, interviewed 22 SES providers, reviewed SES-related research, and interviewed Education staff."
Date:
August 4, 2006
Creator:
United States. Government Accountability Office.
Object Type:
Report
System:
The UNT Digital Library
No Child Left Behind Act: States Face Challenges Measuring Academic Growth That Education's Initiatives May Help Address
A letter report issued by the Government Accountability Office with an abstract that begins "The No Child Left Behind Act (NCLBA) requires that states improve academic performance so that all students reach proficiency in reading and math by 2014 and that achievement gaps close among student groups. States set annual proficiency targets using an approach known as a status model, which calculates test scores 1 year at a time. Some states have interest in using growth models that measure changes in test scores over time to determine if schools are meeting proficiency targets. To determine the extent that growth models were consistent with NCLBA's goals, GAO assessed (1) the extent that states have used growth models to measure academic achievement, (2) the extent that growth models can measure progress in achieving key NCLBA goals, and (3) the challenges states may face in using growth models to meet adequate yearly progress (AYP) requirements and how the Department of Education (Education) is assisting the states. To obtain this information, we conducted a national survey and site visits to 4 states. While growth models are typically defined as tracking the same students over time, GAO used a definition that also included tracking schools …
Date:
July 17, 2006
Creator:
United States. Government Accountability Office.
Object Type:
Report
System:
The UNT Digital Library
No Child Left Behind Act: Assistance from Education Could Help States Better Measure Progress of Students with Limited English Proficiency
A letter report issued by the Government Accountability Office with an abstract that begins "For the Spanish translation of the highlights page for this document, see GAO-06-1111. Ley para que ningun nino se quede atras: La ayuda del Departamento de Educacion puede contribuir a que los Estados midan mejor el progreso de los alumnos que no dominan bien el ingles. GAO-06-1111, Julio de 2006. The No Child Left Behind Act of 2001 (NCLBA) focused attention on the academic achievement of more than 5 million students with limited English proficiency. Obtaining valid test results for these students is challenging, given their language barriers. This report describes (1) the extent to which these students are meeting annual academic progress goals, (2) what states have done to ensure the validity of their academic assessments, (3) what states are doing to ensure the validity of their English language proficiency assessments, and (4) how the U.S. Department of Education (Education) is supporting states' efforts to meet NCLBA's assessment requirements for these students. To collect this information, we convened a group of experts and studied five states (California, Nebraska, New York, North Carolina, and Texas). We also conducted a state survey and reviewed state and Education …
Date:
July 26, 2006
Creator:
United States. Government Accountability Office.
Object Type:
Report
System:
The UNT Digital Library
Military Recruitment Provisions Under the No Child Left Behind Act: A Legal Analysis
None
Date:
March 13, 2006
Creator:
unknown
Object Type:
Report
System:
The UNT Digital Library
The Federal Migrant Education Program as Amended by the No Child Left Behind Act of 2001
This report describes the legislative and funding history of the program -- highlighting important changes made since it was established. A section on evaluations of the program is included at the end of the report.
Date:
January 19, 2006
Creator:
Kuenzi, Jeffrey J.
Object Type:
Report
System:
The UNT Digital Library
Military Recruitment Provisions Under the No Child Left Behind Act: A Legal Analysis
Congressional Research Service (CRS) report entailing a legal analysis of military recruitment provisions under the No Child Left Behind Act (NCBLA). Topics include, access to student information, equal access to students, legal concerns, etc..
Date:
January 6, 2006
Creator:
Feder, Jody
Object Type:
Report
System:
The UNT Digital Library
Adequate Yearly Progress (AYP): Growth Models Under the No Child Left Behind Act
This report highlights the adequate yearly progress (AYP) concept of the No Child Left Behind Act of 2001. The AYP is the standard of eligibility for grants, of which states must implement AYP policies in all public schools and local education agencies (LEAs). The standard primarily utilizes state test scores to measure the school's eligibility for funding, schools that do not meet AYP standard for two or more consecutive years face consequences. Finally, the report tackles the idea of growth models in reference to the AYP.
Date:
September 7, 2006
Creator:
Riddle, Wayne C.
Object Type:
Report
System:
The UNT Digital Library
The Javits Gifted and Talented Students Education Program: Background and Funding
This report provides an overview of the legislative history of the Jacob K. Javits Gifted and Talented Education Act and Congress's funding of the gifted and talented program. The report also discusses the impact of No Child Left Behind on the program and alternative legislation related to it. Updated October 20, 2006.
Date:
October 20, 2006
Creator:
Boren, Susan
Object Type:
Report
System:
The UNT Digital Library
Education of Limited English Proficient and Recent Immigrant Students: Provisions in the No Child Left Behind Act of 2001
This report provides information about the Provisions in the No Child Left Behind Act of 2001 on Education of Limited English Proficient and Recent Immigrant Students.
Date:
January 18, 2006
Creator:
Kuenzi, Jeffrey J.
Object Type:
Report
System:
The UNT Digital Library
The No Child Left Behind Act: An Overview of Reauthorization Issues for the 110th Congress
None
Date:
December 14, 2006
Creator:
unknown
Object Type:
Report
System:
The UNT Digital Library
Education for the Disadvantaged: Overview of ESEA Title I-A Amendments Under the No Child Left Behind Act
This report provides an overview of aspects of ESEA Title I-A that were substantially amended by the NCLBA.
Date:
February 10, 2006
Creator:
Riddle, Wayne C.
Object Type:
Report
System:
The UNT Digital Library
Educational Testing: Implementation of ESEA Title I-A Requirements Under the No Child Left Behind Act
This report provides background information on state pupil assessment programs and policies, a description of the ESEA Title I-A assessment requirements as expanded by the NCLBA, a review of the implementation status of these requirements, and an analysis of related issues that may be addressed by the 109th Congress.
Date:
April 14, 2006
Creator:
Riddle, Wayne C.
Object Type:
Report
System:
The UNT Digital Library
K-12 Education Programs: Recent Appropriations
None
Date:
June 2, 2006
Creator:
Irwin, Paul M.
Object Type:
Report
System:
The UNT Digital Library
[Youth and Dance panel]
Video of the Youth and Dance Panel during the 2006 World Dance Alliance Global Assembly in Toronto, Canada in July 2006. Four individuals, (L-R) Michelle, Alex, Vivine Scarlett, and Zihao Li, are seated at a table for a panel about Youth and Dance. Each member takes a turn to share their experience with students and individuals and how dance impacted their lives.
Date:
[2006-07-17..2006-07-21]
Creator:
World Dance Alliance
Object Type:
Video
System:
The UNT Digital Library
Child Pornography: Constitutional Principles and Federal Statutes
This reports documents the definition, laws, history, and the consequences behind the making, distribution, and consumption of child pornography.
Date:
July 7, 2006
Creator:
Cohen, Henry
Object Type:
Report
System:
The UNT Digital Library
Child Care Issues in the 109th Congress
This report discusses how the federal support for child care comes in many forms, ranging from grant programs to tax provisions. It also points out how some programs serve as specifically dedicated funding sources for child care services, while for others, child care is just one of many purposes for which funds may be used.
Date:
March 9, 2006
Creator:
Gish, Melinda
Object Type:
Report
System:
The UNT Digital Library
Effectiveness of Child-Centered Play Therapy with Japanese Children in the United States
This study explored the use of child-centered play therapy (CCPT) as a culturally responsive intervention and a prevention treatment method for the psychosocial well-being of Japanese children in the United States. In light of the demand for the evidence-based therapeutic treatment for children as well as the need to conduct multicultural research without ignoring within-group differences, this study was composed of two research methodologies; quantitative research design and individual analysis. Single-group repeated measures ANOVA was utilized for the group analysis and linear regression was employed for individual analysis in addition to qualitative data obtained through parent feedback and the researcher's observation of play therapy sessions. The participating children received a total of eight CCPT sessions. The impact of CCPT was measured by a decrease in a child's behavioral problems perceived by a parent measured by scores of the Internalizing Problems, Externalizing Problems and Total Problems on the Child Behavioral Checklist and a reduction of parent-child relationship stress manifested in the Child Domain, Parent Domain and Total Stress Score of the Parenting Stress Index. Data from a total of the four assessment points; the baseline, pretest, second assessment, and third assessment, was gathered for use in the analysis. A total of …
Date:
December 2006
Creator:
Ogawa, Yumiko
Object Type:
Thesis or Dissertation
System:
The UNT Digital Library
Early Childhood Education: Preschool Participation, Program Efficacy, and Federal Policy Issues
None
Date:
January 3, 2006
Creator:
McCallion, Gail
Object Type:
Report
System:
The UNT Digital Library
Child Nutrition and WIC Legislation in the 108th and 109th Congresses
This report provides information about the Child Nutrition and Women, Infant and children (WIC) Legislation in the 108th and 109th Congresses.
Date:
July 13, 2006
Creator:
Richardson, Joe
Object Type:
Report
System:
The UNT Digital Library
Child Nutrition and WIC Legislation in the 108th and 109th Congresses
This report provides information about the Child Nutrition and Women, Infant and children (WIC) Legislation in the 108th and 109th Congresses.
Date:
May 23, 2006
Creator:
Richardson, Joe
Object Type:
Report
System:
The UNT Digital Library