Describe ways in which the No Child Left Behind Act is different from the legislation from which it originated, the 1965 Elementary and Secondary Education Act. Explain the four major provisions of NCLB. Has NCLB met its goals? Why or why not?
What will be an ideal response?
ANS: NCLB emphasizes increased funding for less wealthy school districts, as well as devoting resources to bringing about higher achievement for poor and minority students. It contains measures for holding schools accountable for students' progress, including the establishment of new rules for standardized testing in grades 3 through 8. Response should expand upon the following four provisions: 1) stronger accountability for results; 2) more freedom for states and communities; 3) proven education methods; 4) more choices for parents. Answers to the last portion will vary but should include discussion of some of the issues surrounding NCLB (teaching to the test, assessment, lack of standardization across states).
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Why is it important to activate schema before reading?
a. Authors don’t explicitly state all of information that they are trying to convey, requiring students to make inferences. b. Schema activation helps students anticipate the author’s ideas. c. Both a and b. d. Neither a nor b.
In planning, teachers should
a. never deviate from the lesson plan. b. take the opportunity to build on children's interests, depending on circumstances. c. always pursue topics suggested by children. d. base the curriculum entirely on children's interests.
In the functional learning approach, new skills must be taught in isolation of environmental cues
Indicate whether the statement is true or false.
Which of the following is recommended in Chapter 11 as a way to teach secondary or middle school students about the value of ??
a. Tell the students that the value of ? is about 3.14 so that they can use this approximation in problem solving. b. Have the students key the ? button on their calculators and use the displayed value to explain that the number is an approximation for ?. c. Have the students measure the diameters of several objects and practice multiplying them by (22/7) so that they learn it as an approximation for ?. d. Have the students measure the circumferences and diameters of several objects and calculate the ratios to approximate the value of ?. e. Students at the secondary and middle school levels are not developmentally ready to understand irrational numbers and should learn to use ? but not worry about where it comes from.