Sentences with phrase «yearly progress provisions»

If they did, they would know that Alexander's plan would all but solidify the Obama Administration's move over the past few years to eviscerate No Child's Adequate Yearly Progress provisions, which have exposed the failure of traditional districts to provide high - quality teaching, curricula, and school cultures to poor and minority children (as well as those condemned to the nation's special ed ghettos).

By effectively ditching No Child's Adequate Yearly Progress provisions, the administration weakens the decade of strong reform efforts which the law's accountability provisions helped usher — including the very reforms Obama and Duncan have pushed under their watch.

By eviscerating No Child's Adequate Yearly Progress provisions, the administration also takes away real data on school performance, making it more difficult for families from being the lead decision - makers reformers need in order for overhauls to gain traction, and making it more difficult for researchers to do their work.

While the Harkin - Enzi plan for reauthorizing the No Child Left Behind Act is legislatively comatose, President Obama's gambit to issue waivers from the law that will effectively eviscerate its Adequate Yearly Progress provisions remain quite alive.

Education Trust and a cadre of civil rights groups (including the United Negro College Fund and NAACP) deserve praise for issuing a statement today calling for a reauthorization of No Child that effectively keeps in place the Adequate Yearly Progress provisions that have shined light on the consequences of the nation's education crisis on children from poor and minority households.

Arguing that the No Child Left Behind Act and its Adequate Yearly Progress provisions (as well as the less - than - worthy accountability systems launched as part of the Obama Administration's waiver gambit) do little more than «test and punish» the NEA - AFT coalition is demanding new accountability systems that «support and improve ``, whatever that means.

It is time for Common Core supporters and the school reform movement as a whole to embrace — and build upon — the strong accountability measures exemplified by the No Child Left Behind Act's Adequate Yearly Progress provisions.

In fact the toughest obstacle lies with the Obama Administration's effort to eviscerate No Child's Adequate Yearly Progress provisions and dismantle common accountability that has been inexplicably championed by Common Core supporters.

By eviscerating No Child's Adequate Yearly Progress provisions, the administration also takes away real data on school performance, making it more difficult for families from being the lead decision - makers reformers need in order for overhauls to gain traction, and complicating the activities of researchers (including those doing state - by - state comparisons).

Considering organizational structures in the responses of school districts to the Adequate Yearly Progress provisions of the No Child Left Behind Act.

As readers know by now, one of Kline's main goals as chairman of the House panel is to eviscerate No Child altogether, and not just its Adequate Yearly Progress provisions which have spurred a decade of successful systemic reform as well as revealed the low quality of teaching and curricula in urban and suburban districts.

But it is a tad difficult to take the president seriously on his commitment to systemic reform in light of his effort to eviscerate the No Child Left Behind Act and its Adequate Yearly Progress provisions that have helped spur a decade of systemic reforms.

It's also entirely possible that the annual yearly progress provisions will cause trouble, as more and more schools wind up on lists of the low performing and politicians take the heat.

As Dropout Nation has noted ad nauseam, few of the accountability systems allowed to replace No Child's Adequate Yearly Progress provision are worthy of the name; far too many of them, including the A-to-F grading systems put into place by such states as New Mexico (as well as subterfuges that group all poor and minority students into one super-subgroup) do little to provide data families, policymakers, teachers, and school leaders need to help all students get high - quality education.

Not exact matches

Among them: determining what constitutes acceptable state tests; establishing criteria by which to approve a state's school accountability plan; defining «qualified» teachers; and deciding how broadly to interpret a clause that lets schools avoid sanctions if their students make lesser gains than those required under the bill's «adequate yearly progress» provision.

In fact, the «safe harbor» provisions in NCLB mean that all schools do not have to meet fixed targets across the board each year, but only make some improvement in order to make adequate yearly progress.

Besides, North Carolina's relatively high bar is the result of a now somewhat problematic NCLB provision known as the «20 percent rule,» which was inserted into the law's «adequate yearly progress» provisions.

Adequate yearly progress, or AYP, is a key provision of the federal No Child Left Behind Act.

In exchange for the states» acceptance of the administration's «principles» set forth in its Blueprint for Reform, they will be exempt from some of the more onerous NCLB timetables and yearly - progress provisions.

Schools that fail to make Adequate Yearly Progress for six consecutive years are subject to the accountability provisions of No Child Left Behind.

Educators considered many of the NCLB provisions arbitrary and unfair, particularly the adequate yearly progress designations and testing requirements for special education students and English language learners.

The basics of No Child Left Behind (NCLB)-- adequate yearly progress benchmarks, provision of supplemental services, and a «highly qualified» teacher in every classroom — are known.

Private schools that participate in Title I's equitable services provision specifically are not subject to ESEA's Highly Qualified Teacher (HQT) requirement nor to the law's Adequate Yearly Progress (AYP) mandate.

In states operating under the provisions of the ESEA statute, as well as some states operating under ESEA accountability waivers, this is done by applying measures of adequate yearly progress (AYP).

The No Child Left Behind Act prescribed sanctions for schools and districts failing to make «Adequate Yearly Progress,» and even under the waivers that most states have now obtained from NCLB's accountability provisions they must still show how they will take action on their lowest - performing schools.

All teachers will be evaluated every two years, and there are provisions permitting yearly updates, to track progress toward meeting improvement goals.

From where Washington State politicians and Petrilli sit, the Obama Administration's decision is «punishing schools and educators» because the state will now have to fall back on No Child's Adequate Yearly Progress accountability provision, as well as the aspirational provision that states must ensure that all kids are proficient in reading, math, and science.

: A major fear among reformers is that the ascent of John Kline to the chairmanship of the House Education and Labor Committee will lead to the gutting of the Adequate Yearly Progress and other accountability provisions within the No Child Left Behind Act.

Earlier this month, Dropout Nation mentioned the dismay among the Civil Rights faction of the school reform movement over the Obama administration's effort to eviscerate the No Child Left Behind Act and its Adequate Yearly Progress accountability provisions.

NCLB, passed with bipartisan support in 2001, sought through a variety of provisions to close the achievement gap among racial and socioeconomic groups but was highly proscriptive with Adequate Yearly Progress and intervention measures.

Numerous provisions contained in S. 1177 represent a huge step forward from current legislation: the elimination of adequate yearly progress and the 100 percent proficiency requirements, tempering the test - and - punish provisions of No Child Left Behind; the continued requirement of disaggregated subgroup data; removal of the unworkable school turnaround models required under the School Improvement Grant and Race to the Top programs; clarification of the term school leader as the principal of an elementary, middle or high school; inclusion of the use of Title II funds for a «School Leadership Residency Program»; activities to improve the recruitment, preparation, placement, support, and retention of effective principals and school leaders in high - need schools; and the allowable use of Title II funds to develop induction and mentoring programs that are designed to improve school leadership and provide opportunities for mentor principals and other educators who are experienced and effective.

This provision also became the part of the No Child Left Behind Act of 2001 (NCLB), which requires that students with disabilities have access to the standardized assessments and make annual yearly progress.

on whether the U.S. Department of Education will waive NCLB accountability provisions regarding assessments and adequate yearly progress for areas impacted by Hurricanes Katrina and Rita (Sep 29).

But the most - interesting piece came not from either Haimson or the generally stellar Carey or Noguera (whose idea of treating schools like hospitals is a good one, even if he can't get the rest of his ideas right), but from Thomas B. Fordham Institute education czar Mike Petrilli, who once again tried to defend the idea of rolling back No Child's powerful Adequate Yearly Progress accountability provisions (even if the approach taken by the administration is none to his liking).

One of the major arguments advanced by U.S. Secretary of Education Arne Duncan and the Obama administration for ditching No Child's Adequate Yearly Progress accountability provisions was that it was penalizing far too many schools arbitrarily for failing to improve student achievement.

After all, as I have noted, the Obama administration's waiver gambit does what Sen. Tom Harkin (who chairs the committee) and onetime reformer and former Tennessee governor Lamar Alexander (along with traditionalists such as the National Education Association and American Federation of Teachers) have wanted to do for a while: Eviscerate the Adequate Yearly Progress accountability provisions that have spurred a decade of reforms that have led to more kids escaping poverty and prison without having to explain themselves before the public.