National Assessment of Educational Progress

Abstract This paper focuses on the academic disparities between majority and minority students based on educational assessments. African-American and Hispanic students are scoring significantly lower than White and Asian students in mathematics and language arts. The literature explores reasons for minority students’ underperformance based on economic and other disadvantages. In order to close the gap between minority and majority students the factors have contributed to the divide, must be addressed

Three historic major laws that had an impact on Special Education include Individuals with Disabilities Education Act, No Child Left Behind, and Individualized Education Programs. The Individuals with Disabilities Education Act (IDEA) law guarantees that students who have special needs will receive the help that they need from free public education in the smallest restrictive environment necessary to meet the needs of the students. It helps the students gain the additional help they need, but it

"(SEND) stands for Special Educational Needs and Disability". QUOTE A learner’s needs may be too complex for a class teacher to fully cater provide for. It is possible that more support and even specialist help maybe needed for example speech and language therapy. “This is usually when a child is described as having ‘special needs”. (Somerville Primary School, 2016). It is true that having SEND can affect a learner’s capacity to learn. A Send learner may show inappropriate behaviour, find it hard

scores as administrative mechanisms in educational policy. Phi Delta Kappan, 66(9), 611–617. www.Aera.net/AboutAERA/AERAulesPolicyStatements/PositionStatementonHighStakesTesting/tabid/11083/Default.aspx Handbook of Test Development Downing, S., & Haladyna, T. (2006). Handbook of test development. Lawrence Erlbaum: NJ. Downing, S., & Haladyna, T. (1996). A model for evaluation of high-stakes testing programs: Why the fox should not guard the chicken coop. Educational Measurement: Issues and Practice

History of Accountability in the United States Standardized testing, assessment, and accountability are now inexorably connected (Rhoten, Carnoy, Chabran, & Elmore, 2003). At the conclusion of World War II, standardized testing became a means of evaluating student performance, although in the early days of its widespread use, only samples of students were tested, and testing was voluntary, not mandated by state or federal law (Schiller & Muller, 2000). Since the 1980s, the use of standardized testing

Support disabled children and young people and those with special educational needs. Children with special educational needs (SEN) all have learning difficulties or disabilities that make it harder for them to learn than most children of the same age. These children may need extra or different help from that given to other children of the same age. It is important that early identification and intervention (The Special Educational Needs Code of Practise 2001) of SEN needs is put in place to minimise

address student needs and align with real-world applications (National Education Association, 2023). This collaborative effort ensures the curriculum remains relevant, engaging, and effective in fostering student learning. Teachers also forge strong relationships with school administrators. Administrators provide guidance and support, overseeing the implementation of educational policies and ensuring teachers have the necessary resources (National Education Association, 2023). However, a clear boundary

fair, valid and reliable assessments that produce meaningful results” (ETS, Purpose of Standardized Testing). These tests are used for a variety of reasons, ranging from comparing global standings in education to applying for colleges. It is quite clear standardized tests have been a foundation of education. The actual debate is the level of strength and effectiveness of this as a backbone for today’s academic system. With its ability to objectively determine a child’s progress in learning, its uniform

should have good team work skills so that they can share planning teaching and evaluating themselves and other within the team also for support within the school environment. 2) What are the National Occupational Standards (NOS)? What purpose do they serve? The National Occupational Standards (NOS) are performance standards that specify what skills and knowledge a HLTA should have in order to perform in their role. NOS provide a valuable resource to schools that use them to assist

learning cycle is about how we assess and teach learners and the different stages of teaching and learning. There are four stages in the teaching and learning cycle: initial and diagnostic assessment, course and lesson planning, teaching and learning, and assessment and review (summative and formative assessment). Each stage is key in determining what happens in the next stage and that ‘the cycle involves a complex interweaving of the two’: teaching and learning (Derrick and Gawn, in Schwab and Hughes