This article reports on the research design and implications stemming from a statewide evaluation developed during a Department of Education Title IID (EETT) grant. This article introduces critical issues to consider while developing research and evaluation methods for technology integration projects. The North Carolina IMPACT project, an…

The purpose of the Voluntary Public School Choice (VPSC) Program is to assist states and local school districts in the development of innovative strategies to expand options for students, and to encourage transfers of students from low-performing to higher-performing schools. This report presents interim findings from the National Evaluation of…

Year after year, the goal of educators, parents, and concerned citizens throughout Alabama is to provide this state's children with the highest level of quality education possible. The future of Alabama's businesses, industries, commerce, labor force, arts, humanities, and countless other areas are determined by the education that is provided to…

This paper provides an overview of the methods and results of alignment analyses and standard-setting procedures used in investigations conducted during the development of alternate assessments in two states: Wisconsin and Idaho. To meet the assessment and accountability mandates contained in the Individuals With Disabilities Education Act…

Literacy instruction does not end with reading success in early grades. As students move to middle and high school, new challenges emerge that can affect literacy achievement. Even for students who achieve early reading and writing success, the literacy demands of middle and high school can pose substantial challenges. Older students must be able…

Under the new federal No Child Left Behind law, state assessments must be aligned to grade-level standards/benchmarks, and every school in Indiana and other states will soon be judged based on its ability to raise the percentage of students achieving proficiency on these tests. This will no doubt lead to much greater scrutiny of states'…

Over the past decade, the standards-based reform movement in education has focused attention on the responsibility of schools and school systems to produce results in student learning. Nationally this focus is most evident with the implementation of accountability provisions of the federal No Child Left Behind (NCLB) Act of 2001. However, even…

The Transition to Teaching (TTT) program is described in Part C, Innovations for Teacher Quality, Subpart 1, Chapter B of the "No Child Left Behind (NCLB) Act." Its purposes are "(a) to recruit and retain highly qualified mid-career professionals (including highly qualified paraprofessionals) and recent graduates of an institution…

The No Child Left Behind Act of 2001 (NCLB) requires that schools make "adequate yearly progress" (AYP) towards the goal of having 100 percent of their students become proficient by year 2013-14. Through simulation analyses of Maine and Kentucky school performance data collected during the 1990s, this study investigates how feasible…

Advances in technology available to access test data coupled with the challenges of No Child Left Behind (NCLB) are pushing schools to grapple with the complexities of test score data. With the current frenzy to raise test scores, there is little attention being paid to teacher development in learning to use data to improve learning. For the past…

The purpose of this position statement is to clarify issues and suggest priorities relating to the documentation of the relationship between school-based health centers (SBHCs) and the academic accomplishments of students. Current national educational policies, such as the No Child Left Behind Act, are increasingly exerting pressure upon schools…

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through…

The No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Act (IDEA) are two of the nation's most important federal laws relating to the education of children. While NCLB seeks to improve the education of all children--with an emphasis on children from low-income families--IDEA focuses on the individual child and seeks to…

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…

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…