The implementation of value-added models of teacher evaluation continue to expand in public education, but the effects of using student test scores to evaluate K-12 physical educators necessitates further discussion. Using the five National Standards for K-12 Physical Education from the Society of Health and Physical Educators America (SHAPE),…

"The commander of our ship knows that the eyes and ears of the shipmates will provide valuable information; that when combined with the experience and knowledge of leadership will navigate the ship to clear waters and bountiful lands" (Intertech, 2011). This analogy is reflective of the critical issue of meeting AYP (Adequate Yearly…

Federal stimulus funding expired in 2011-12. NCLB performance mandates approached the 2013-14 deadline. The ESEA waiver became an option with first year of implementation, 2012-13. This convergence of forces and timeline provided the opportunity for this study. The study sought to explore whether or not superintendents from Connecticut,…

The purpose of this study was to analyze and compare Long Island special education directors' early assessments of the implementation of Response to intervention (RTI) in high, average, and low economic resource-need Long Island school districts in an attempt to provide the field feedback to better guide and operationalize the Individuals with…

Until recently, states focused on ensuring the presence of a "highly qualified teacher" in every classroom. Under the 2001 reauthorization of the Elementary and Secondary Education Act (ESEA), known as No Child Left Behind (NCLB), this title described a teacher holding at least a bachelor's degree and the appropriate state license and…

The purpose of this document is to explore the drivers for reorganization, the common experiences shared by states and the challenges and successes experienced. The goal is to inform staff in other special education units as they consider reorganization. This activity was undertaken as part of an agreement between Project Forum at the National…

It's getting to be that one needs a scorecard to identify district administrators by their titles. To keep up with changing needs, many districts are creating new management positions or adding new responsibilities to old ones and then coming up with titles that sometimes only hint at what they are about. In addition to 2008-2009 salary survey…

No Child Left Behind (NCLB) requires that two accountability strategies--raising standards and public pressure through publicizing performance data--be implemented simultaneously. However, when coupled, they may produce an inappropriate consequence for public opinion. The public may misunderstand the drop in achievement that occurs when the bar is…

Under The No Child Left Behind act, beginning mathematics teachers in New York City find themselves at the crossroad of multi-level educational policies that span the different domains of the teaching profession, from the recruitment and support process to accountability, standards and assessment requirements, to pedagogical models and the…

This report synthesizes findings from five years of state-level research and local case studies of school restructuring by the Center on Education Policy (CEP). The research reported here began in Michigan in the summer and fall of 2004 and gradually expanded to include five additional states--California, Georgia, Maryland, New York, and Ohio--as…

The No Child Left Behind Act of 2001, sponsored by President George W. Bush, calls for 100 percent proficiency in reading and mathematics by 2014. This Federal mandate has caused all public schools in the United States to examine the programs in use to meet these requirements. In addition, states across the country have implemented a series of…

Math experts developed Formative Assessment Lessons that teachers can incorporate throughout the year's curriculum. Both tools target the "instructional core." A study by Research for Action (RFA) examining the first year of piloting the Literacy Design Collaborative (LDC) and Math Design Collaborative (MDC) tools (2010-11) found…

Schools in New York City are continually pressed to meet the demands of an ever-increasing multicultural population, compounded by the pressures exerted by the No Child Left Behind legislation and the National Council for Accreditation of Teacher Education. Indicated is a need for multicultural understandings within teacher education programs,…

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 testimony describes: (1) the extent to which these students are meeting annual academic…

Historically many students with disabilities did not participate in accountability systems. The No Child Left Behind Act of 2001 (NCLB) requires that students in all targeted subgroups, including students with disabilities, have the opportunity to learn challenging material that is linked to content standards and to participate in statewide…