Studies and Commentaries on Federal Requirements and Initiatives
ACCOUNTABILITY FOR ASSESSMENT RESULTS IN THE NO CHILD LEFT BEHIND ACT: WHAT IT MEANS FOR CHILDREN WITH DISABILITIES, NCEO Technical Report 33. (August 2003). National Center on Educational Outcomes (Sara Bolt, Jane Krentz, & Martha Thurlow) -- Based on the principle that accountability for results has the potential to significantly improve the educational results demonstrated by all children with disabilities, this paper describes what the NCLB accountability provisions are and how they affect children with disabilities. Full text.
http://education.umn.edu/NCEO/OnlinePubs/NCLBdisabilities.html
ASSESSING STUDENTS WITH DISABILITIES: ISSUES AND EVIDENCE. (January 2003). Center for the Study of Evaluation, National Center for Research on Evaluation, Standards, & Student Testing (Daniel M. Koretz, Harvard University, & Karen Barton, CTB/McGraw-Hill) - Reviews the status of research on some classification and assessment issues that are central to the inclusion of students with disabilities in large-scale assessments, with recommendations on future directions for research. Scroll down for the summary
http://cresst96.cse.ucla.edu/products/reports_set.htm
LEFT OUT AND LEFT BEHIND: NCLB AND THE AMERICAN HIGH SCHOOL. (April 2003). Alliance for Excellent Education - Reviews NCLB's mandates particular to high schools. Includes (a) national and state-by-state numbers of schools "in need of improvement"; (b) data on graduation rates; and (c) recommended actions the federal government can take to improve the educational prospects of America's most at-risk high school students. Full text.
http://www.all4ed.org/publications/NCLB/index.html
NO CHILD LEFT BEHIND: NOW WHAT DO WE NEED TO DO TO BE CULTURALLY
RESPONSIVE. (February/March 2003). Link Lines, distributed by the Training and
Technical Assistance Center, College of William and Mary (Norma L. Day-Vines &
James M. Patton) - Describes 12 evidence-based strategies for making the No Child Left Behind Act culturally responsive in a manner that helps to truly close the achievement gap. Full text.
http://www.wm.edu/TTAC/articles/legal/nowwhat.htm
PERFORMANCE STANDARDS: UTILITY FOR DIFFERENT USES OF ASSESSMENTS. (September 1, 2003). Education Policy Analysis Archives, 11(13) (Robert L. Linn, University of Colorado at Boulder and the National Center for Research on Evaluation, Standards, and Student Testing) - Discusses distinctions between essential and non-essential uses of performance standards, and argues that insistence on reporting terms of performance standards in situations where they are not essential has been more harmful than helpful. Full text.
http://epaa.asu.edu/epaa/v11n31
THE NO CHILD LEFT BEHIND ACT: IMPLICATIONS FOR LOCAL EDUCATORS AND
ADVOCATES FOR LATINO STUDENTS, FAMILIES, AND COMMUNITIES. (July
2002). National Council of La Raza (Raul Gonzalez) -- Discusses challenges in
implementing the reforms of the No Child Left Behind Act and what policymakers must
do to ensure that the legislation enhances, rather than limits, opportunities to learn, particularly for Latino children. Full text.
http://www.nclr.org/policy/briefs/IB8No%20Child%20Left.pdf
UNDERSTANDING THE NO CHILD LEFT BEHIND ACT OF 2001: ENGLISH PROFICIENCY. (2003). North Central Regional Educational Laboratory - A summary of (a) NCLB requirements concerning highly qualified teachers of English language learners; (b) measurable objectives for English language learners and accountability for achieving them; (c) assessment of language proficiency; parents' rights; definition of effective instruction; (d) activities for improving instruction; and (e) guiding questions for educators. Full text.
http://www.ncrel.org/litweb/qkey5/index.html
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