NCLB
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Originally Posted by zdave87,Mar 29 2006, 04:34 PM
I agree with alot of what Brunt just wrote, especially about the lack of parental involvement.
Correct me if I am wrong, but doesn't the standarized tests/testing bascially end at the 8th grade level?(Not talking about the SAT's or the like) I don't see a problem in the K-8th grades being tested every year, if just to find out what level those students are at. There should be a minium requirement that a student must reach before they advance to the next level.
Correct me if I am wrong, but doesn't the standarized tests/testing bascially end at the 8th grade level?(Not talking about the SAT's or the like) I don't see a problem in the K-8th grades being tested every year, if just to find out what level those students are at. There should be a minium requirement that a student must reach before they advance to the next level.
The way to use a standard test is to give it each year, identify and split the kids into 3 groups - those that are excelling, those that are meeting the standards, and those that are failing. Put the excellent students on a fast track to more advanced education and the failing students on a track to compensate.
NCLB doesn't allow for the excellent students, and the only help given to failing students is a 'tutor'. The tutor's role is essentially to teach the kid to take the test better the next year. Meanwhile, the schools with many failing students LOSE funding. Please explain how that's solving the problem?
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From: Pt. A to Pt. B via VTEC!!
Originally Posted by WestSideBilly,Mar 31 2006, 06:44 PM
The problem is that the students aren't the ones being benchmarked. The teachers and schools are. The mandate for year over year improvement does not benefit students in any way. It can only serve to punish the schools and force teaching the test.
The way to use a standard test is to give it each year, identify and split the kids into 3 groups - those that are excelling, those that are meeting the standards, and those that are failing. Put the excellent students on a fast track to more advanced education and the failing students on a track to compensate.
NCLB doesn't allow for the excellent students, and the only help given to failing students is a 'tutor'. The tutor's role is essentially to teach the kid to take the test better the next year. Meanwhile, the schools with many failing students LOSE funding. Please explain how that's solving the problem?
The way to use a standard test is to give it each year, identify and split the kids into 3 groups - those that are excelling, those that are meeting the standards, and those that are failing. Put the excellent students on a fast track to more advanced education and the failing students on a track to compensate.
NCLB doesn't allow for the excellent students, and the only help given to failing students is a 'tutor'. The tutor's role is essentially to teach the kid to take the test better the next year. Meanwhile, the schools with many failing students LOSE funding. Please explain how that's solving the problem?
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Originally Posted by WestSideBilly,Mar 31 2006, 06:44 PM
Meanwhile, the schools with many failing students LOSE funding. Please explain how that's solving the problem?
10 Facts about K-12 Education Funding
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From: Pt. A to Pt. B via VTEC!!
The rhetoric is out there Dave.
[QUOTE]Congress knew that the goals of NCLB could not be achieved without accountability and additional resources and it set a funding authorization for NCLB for each year. [B]For Title I, the cornerstone of NCLB, the authorization for 2006 is $22.75 billion.
[QUOTE]Congress knew that the goals of NCLB could not be achieved without accountability and additional resources and it set a funding authorization for NCLB for each year. [B]For Title I, the cornerstone of NCLB, the authorization for 2006 is $22.75 billion.
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From: Pt. A to Pt. B via VTEC!!
The average class size in the School District of Philadelphia is over thirty kids!
Here is some PA. state funding rhetoric.
[b]
Here is some PA. state funding rhetoric.
[b]
Pennsylvania is estimated to receive $497.8 million in Title I funding in 2006. Congress had authorized $848.7 million. The $351 million difference would have been enough to provide smaller classes, hire reading and math specialists and improve technology in the 279 elementary schools that are struggling most to meet standards and to provide a smaller learning environment and rigorous academic after-school programs for the 65 secondary schools whose students face the most difficulty on state tests. Failure to provide full funding means 189,983 students can't receive these services.