The No Child Left Behind Act

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Traditionally, educators have been held to some degree of expectation regarding student learning and increasing student aptitude; however, public expectations increased to a new level as a result of the implementation of the No Child Left Behind Act [NCLB] (2002). NCLB was passed to ensure educational equity and increased academic achievement for all students. The legislation charged school district leaders with holding schools accountable for alignment with national and/or state standards that often mandated significant gains in student academic achievement, particularly for low-performing student populations, and that is measured by student performance on high-stakes tests. The test results created the data analyzed to design…show more content…
Effective leadership has been identified as a critical component for guiding school improvement; however, leaders who fail to establish a vision supported by thorough analysis of student performance data will be unlikely to focus instructional changes in critically needed areas.
The use of various types of technology, timely turn around of data reports, different levels of access to data sets, time restrictions and insufficient technology skills training (Lachat & Smith, 2005; Marsh et al., 2006; Wayman et al., 2006; Wayman, Jimerson, & Cho, 2011) are conflicting variables that confound creation of a clear vision and stable infrastructure for the implementation of sound technological practices. Many technology-related issues can contribute to confusion rather than focus on the critical areas needing improvement.
Additional challenges with successfully examining multiple assessments include the lack of skills, know-how, and professional development for understanding the implications of data results and the lack of guidance in developing timely and appropriate responses for modifications in pedagogy (Wayman, 2005; Marsh et al., 2006). Some researchers argue these are a direct consequence of data as a less than significant part of school cultures (Ingram, Louis, & Schroeder, 2004; Lachat & Smith, 2005). Assessments are beneficial to provide a current review of
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