Elementary Teachers’ Knowledge and Use of Interventions and Barriers to Promoting Student Self-Determination

2010 ◽  
Vol 45 (3) ◽  
pp. 149-156 ◽  
Author(s):  
Hyun-Jeong Cho ◽  
Michael Wehmeyer ◽  
Neal Kingston
Keyword(s):  
Academic Achievement ◽  
No Child Left Behind ◽  
Elementary Teachers ◽  
Special Educators ◽  
Self Determination ◽  
Future Research ◽  
Student Academic Achievement ◽  
Left Behind ◽  
Education Improvement ◽  
Perceived Importance

The No Child Left Behind Act (2001) and the Individuals with Disabilities Education Improvement Act (2004) emphasize accountability to improve student academic achievement. Promoting self-determination has been proposed as a means to achieving this outcome. Elementary teachers in 30 states were surveyed to measure (a) their perceived importance of self-determination, (b) to what extent they teach it, and (c) the barriers that inhibit them from teaching it. Both general and special educators assigned considerable importance to self-determination instruction and reported at least occasionally providing such instruction. The authors found a lack of congruence between the value teachers place on promoting self-determination and the time they devote to teaching it. Limitations and implications are discussed, and suggestions for future research are offered.

scholarly journals Performance Standards': Utility for Different Uses of Assessments

2003 ◽  
Vol 11 ◽  
pp. 31 ◽  
Author(s):  
Robert L. Linn
Keyword(s):  
Academic Achievement ◽  
No Child Left Behind ◽  
Performance Standards ◽  
Educational Measurement ◽  
Left Behind ◽  
Great Uncertainty ◽  
Assessment Results

Performance standards are arguably one of the most controversial topics in educational measurement. There are uses of assessments such as licensure and certification where performance standards are essential. There are many other uses, however, where performance standards have been mandated or become the preferred method of reporting assessment results where the standards are not essential to the use. Distinctions between essential and nonessential uses of performance standards are discussed. It is argued that the insistence on reporting in terms of performance standards in situations where they are not essential has been more harmful than helpful. Variability in the definitions of proficient academic achievement by states for purposes of the No Child Left Behind Act of 2001 is discussed and it is argued that the variability is so great that characterizing achievement is meaningless. Illustrations of the great uncertainty in standards are provided.

scholarly journals Teacher qualification and the achievement gap in early primary grades.

2009 ◽  
Vol 17 ◽  
pp. 15 ◽  
Author(s):  
Donald Easton-Brooks ◽  
Alan Davis
Keyword(s):  
Academic Achievement ◽  
No Child Left Behind ◽  
Achievement Gap ◽  
Elementary School Teachers ◽  
Academic Achievement Gap ◽  
Left Behind ◽  
Teacher Qualification ◽  
Early Primary ◽  
Certified Teacher ◽  
Relationship Of

Title I of the No Child Left Behind Act (P.L. 107-110, 115 Stat. 1245, 2002) holds schools accountable for reducing the academic achievement gap between the different ethnic groups and requires elementary school teachers to have at least a bachelors degree and a state certification. The purpose of this study was to examine the relationship of the qualification requirement of NCLB to the goal of reducing the academic achievement gap. The study found that students with a certified teacher for most of their early school experience scored higher in reading than students who did not have a certified teacher. In addition, certification was associated with slightly narrowing the academic gap between African American and European American students across early elementary grades.

Career and Technical Education in Light of the No Child Left Behind Legislation

2009 ◽  
pp. 495-507 ◽  
Author(s):  
Edward C. Fletcher Jr. ◽  
Chris Zirkle
Keyword(s):  
No Child Left Behind ◽  
Career And Technical Education ◽  
Recent Literature ◽  
Technical Education ◽  
Educational Legislation ◽  
Content Areas ◽  
Career And Technical ◽  
Left Behind ◽  
Education Improvement ◽  
Academic Content

The No Child Left Behind Act of 2002 is considered to be the most comprehensive and highly scrutinized piece of educational legislation that has been enacted in history. With its focus on core academic content areas, the CTE community has desired to understand its impact on CTE programs. Based on a review of the recent literature on NCLB and CTE, this chapter examines the primary NCLB legislation provisions, presents the issues and challenges that have manifested as a result of the enactment of NCLB, investigates its impact on CTE, and assesses the coordination of NCLB and the new Carl D. Perkins Career and Technical Education Improvement Act of 2006. This chapter concludes with solutions and recommendations for further research.

Ethnically Diverse Rural Special Educators who are Highly Qualified: Does NCLB Make this Impossible?

2005 ◽  
Vol 24 (1) ◽  
pp. 23-26 ◽  
Author(s):  
Mary Anne Prater
Keyword(s):  
No Child Left Behind ◽  
Rural Areas ◽  
Special Educators ◽  
Ethnically Diverse ◽  
Highly Qualified Teachers ◽  
Highly Qualified ◽  
Short Supply ◽  
Left Behind ◽  
Definition Of ◽  
The Impact

Ethnically diverse special educators are in short supply not only in urban and suburban schools, but in rural areas as well. Finding teachers who meet the highly-qualified definition under the No Child Left Behind Act of 2001 worsen the shortage problem. This article addresses the impact of the definition of highly-qualified teachers on the recruitment and retention of ethnically diverse special educators and provides some suggested solutions for rural schools and districts to consider.

Perceptions of Students and Educators on the Impact of No Child Left Behind: Some Will and Some Won't

2005 ◽  
Vol 24 (1) ◽  
pp. 64-69 ◽  
Author(s):  
Nancy E. Harriman
Keyword(s):  
No Child Left Behind ◽  
Students With Disabilities ◽  
Community Involvement ◽  
Special Educators ◽  
Middle Level ◽  
Structured Interviews ◽  
Negative Effects ◽  
Left Behind ◽  
K 12 ◽  
The Impact

How do students and educators perceive the No Child Left Behind law and its impact? The author reports on structured interviews with 15 staff members K-12 and 37 middle level students in a small, northeastern coastal community. The responses of students included three themes: fairness to subgroups, student effort and self-determination, and apprehensions about changing schools. Issues identified by teachers, special educators and administrators included: desirable effects of accountability; concerns about fairness to students with disabilities and diverse learning needs; conflicts between state and federal requirements; and negative effects on teaching, learning and allocation of resources. Most respondents recommended that the law be amended to achieve the original intent. Of particular relevance to special educators in small or rural schools is the overall challenge identified by educators of finding time to balance the often apparently competing demands of existing initiatives such as individualized instruction, curriculum of place, community involvement, and development of functional skills, with the additional bureaucratic and assessment related demands required by No Child Left Behind.

No Child Left behind and Students with Disabilities in Rural and Small Schools

2005 ◽  
Vol 24 (1) ◽  
pp. 32-39 ◽  
Author(s):  
Margaret J. Mclaughlin ◽  
Sandra Embler ◽  
Glenda Hernandez ◽  
Elizabeth Caron
Keyword(s):  
Academic Achievement ◽  
No Child Left Behind ◽  
Service Delivery ◽  
Students With Disabilities ◽  
Rural Schools ◽  
Adequate Yearly Progress ◽  
Small Schools ◽  
Left Behind ◽  
Small Rural Schools ◽  
Better Than

The recently enacted No Child Left Behind Act (2001) places unprecedented pressure on schools to raise the academic achievement of all students. Through annual testing of students, schools are to use the results of these assessments to demonstrate that they are making adequate yearly progress (AYP). The provisions in No Child Left Behind (NCLB) apply to all states, districts, and schools equally, regardless of size or location. There are concerns, however, about applying the law's provisions in rural schools. Specifically, concerns surround the measurement of adequate yearly progress. In many rural schools, the number of students is small and this is especially true when disaggregating results for subgroups. The current study investigated the implementation of accountability reforms in rural schools and sought to identify schools that were experiencing better than expected results for students, especially students with disabilities. Findings indicate that validly measuring AYP in small rural schools is especially problematic given the small number of students in the subgroup, volatility in year to year scores, and changes in service delivery policies. Implications for accountability and policy are discussed.

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