National Assessment of Educational Progress

students. At the core of this act are various measures in increasing student achievement. It also puts emphasis on the accountability of states and schools for student achievement and progress. The law ushered important changes in the education of Americans in various aspects including annual testing, academic progress, report cards, teacher qualifications, curriculum, and funding. It continues to set a benchmark for the achievement of desired level of quality of education in all states in America

feeling? No! Share one’s ideas? Not that either. No one wants to even share a set of benchmarks. The common core standards are only a set of benchmarks to assure students are learning fundamentals at the right grade level. Yes, they are a work in progress but nothing was perfect in the beginning. While some states have decided against the common core standards, others have chosen to build their curriculum around them. However, each state should consider or reconsider using the common core standards

Individuals with Disabilities Act was created to enhance the educational performance of students with disabilities. According to Gargiulo (2012), “IDEA has increased the focus of special education from simply ensuring access to education to improving the educational performance of students with disabilities and aligning special education services with the larger national school improvement efforts that includes standards, assessments, and accountability.” (p.55). This act has played a critical role

given clear cut rubrics that outline specific standards that they are assessed on. Subjective grading, i.e. extra credit, participation, getting assessments signed, etc. are not an effective way to measure student achievement because they do

score for every child. George W Busch signed this law in 2002. According to this act it is mandatory that all students will be proficient in math and reading by 2014. The student progress is measured at school level and annual reports are publicly announced. It is mandatory for every school to meet Adequate Yearly Progress (AYP) otherwise federal sanctions may be imposed. Linn (2009) described the consequences for schools in case of failure to meet federal standards saying that "Schools that fail

According to the National Center on RTI website, the first step a district needs to take to begin RTI is to access the needs of the district and gather information on RTI. If RTI meets the needs of the district, then an action plan should be developed. The district should

of a particular population or demographic group relative to their presence in the overall student population (Ralabate, & Klotz, 2007). There are many factors thought to contribute to disproportionality: cultural differences, lack of appropriate assessment strategies, socioeconomic status, race, and gender (Kanaitsa, 2010). Cultural differences pose several barriers for students and may impair their opportunity to learn. These barriers are created by differences in language expression, communication

The Department of Education published the Special Educational Needs and Disability Code of Practice (SEND COP) in July 2014 and it was brought into force in September 2014. This report replaced the previous 2001 code and has since been updated in January 2015. The current SEND Code of Practice covers the 0-25 age range and includes guidance relating to children and young people with a disability as well as those with SEN. The current code of practice includes guidance on the joint planning and commissioning

Standardized Testing is a regulation of rigorous dialogue and debate. Both sides of this subject impose arguments based upon moral and financial justifications, and span from the local to national level of legislation. The policy of standardized testing as a means to identify schools who are lacking in successful educational processes neither harm school districts through unequal distribution of power, nor negatively affect students’ learning; rather, it benefits students, faculty, and districts by encouraging

The National Institute of Child and Human Development (2012) was summoned by Congress in 1997 through its Child Development and Behavior Branch and United States Department of Education, to establish the National Reading Panel to evaluate research that exists and evidence of the best teaching practices to teach children to read. The panel consisted of members of various backgrounds, which included school administrators, teachers in their current practice, and scientists that solely engaged in reading