National Assessment of Educational Progress

The No Child Left Behind Act and Educational Technology Overview of Act: What it entails The No Child Left Behind (NCLB) Act has become a large, nationwide issue, since President George Bush signed it into law on January 8, 2002, giving the schools the responsibility to keep every student’s academic achievement at a passing level. (Florida Department of Education; 2003; pg. 1) Each state had twelve years to have all students proficient in reading and math, which gave each state less than a

Are educational standards and methods of accountability an erroneous idea? Most government officials, educators, and parents would admit that educators need agreed upon guidelines to educate the present generations for the global world in which they live. Across the United States, each individual state determines the method of achieving their vision of educational success for their unique student population. The State of Alaska encountered a roadblock when the native student populations and schools

Introduction The following literature review intends to investigate how educational leaders understand career readiness as currently presented in K-12 educational literature (ACT, 2013; ACTE, 2013; Conley, 2010) while including aspects from vocational psychology’s theory of career construction (CCT; Savickas, 2005) and social cognitive career theory (Lent, Brown, & Hackett, 2002). The literature review will investigate the evolution of college and career readiness in K-12 education and empirically

The educational sector has reached a pivotal crossroads. Educational legislation and federally funded initiatives enacted by the current and previous Presidential Administrations, such as the Race to the Top and No Child Left Behind, have placed significant focus, in not only attention and scrutiny, but also in resources, on the advancement of educational attainment levels across the nation. The push for common educational standards has reinvigorated the interest of the general public in education

Administration sets the tone and time for collaboration. It is imperative for school to have educators and staff to work in collaborative teams. The common goal is student achievement. Through respect and partnership the fulfillment can be endless. This year I was invited to be the Positive Behavioral Support Internal Coach for my K-8 school. I accepted and quickly learned that collaboration and organization are key components to a successful team. At first, the focus should be members of

of three distinct requirements Firstly, there is a recognition that participation does not occur in a vacuum; rather, it is facilitated by a healthy understanding of the current state of the environment. The Rio Declaration recognized that “at the national level, each individual shall have appropriate access to information concerning the environment that is held by public authorities, including information on hazardous materials and activities in their communities .” As such, there is a responsibility

The Atlanta Public Schools cheating scandal was a case that uncovered, at least, eight years of cheating on standardized tests, such as the National Assessment of Educational Progress (Cooper, 2015). This case involved forty-four of the fifty- six schools in the Atlanta Public School system and at least 180 employees were accused in the scandal (Robinson, 2015). All of the educators except twelve took plea deals to avoid trial and prison time. After six months, a jury found eleven of the educators

special education, many issues arise with norm-referenced assessment of exceptional children. While these assessments can provide quantitative information, the information gained from this type of assessment may not provide the type of data needed to design meaningful educational goals or instructional content. “ESEA (Elementary and Secondary Education act/ No Child Left Behind) recognizes the importance of aligning curriculum and assessment at the state and school levels by requiring that all students

Why do we use portfolios as an assessment ? Student assessment portfolios promote positive student involvement. As students create their portfolios, they are actively involved in and reflecting on their own learning. This means that the teacher can individualize instruction for the student. Portfolios are a form of alternative/authentic assessment in which a student 's progress is measured over a period of time in various language learning contexts. Portfolios can include evidence of specific

In this essay I will outline the curricular systems for the 0-5 age group in England and Scotland. I will examine in detail the planning and assessment provisions of these systems which allow early years practitioners to gain insight into children's learning and to aid them in that regard. I will draw comparison between the practices of these two countries where possible, and provide criticism of each. The Early Years Foundation Stage (EYFS) was implemented in England in 2008 and applies to all