Ravitch, Diane. "Los Angeles Times: A Wise Editorial about NCLB and Race to Top." Web log post. Diane Ravitch's Blog. N.p., 21 July 2013. Web. 05 Feb. 2014. <http://dianeravitch.net/2013/07/21/los-angeles-times-a-wise-editorial-about-nclb-and-race-to-top/>.
"Evolution ResourcesFrom the National Academies." Evolution Resources from the National Academies. National Academy of Sciences, n.d. Web. 05 Feb. 2014. <http://www.nas.edu/evolution/InSchools.html>.
Schehl, Pam. "Ohio Court Spars on Science Teacher's Creationist Lessons." News Article. CBSNews. CBS Interactive, 27 Feb. 2013. Web. 05 Feb. 2014. <http://www.cbsnews.com/news/ohio-court-spars-on-science-teachers-creationist-lessons/>.
"The Effective Teacher versus the Ineffective Teacher?" Examiner.com. Examiner, 19 Sept. 2010. Web. 05 Feb. 2014. <http://www.examiner.com/article/the-effective-teacher-versus-the-ineffective-teacher>.
Lecker, Wendy, Jonathan Pelto, and Valerie Strauss. "How Grossly Underfunded Are Public Schools?" Washington Post. N.p., 25 Nov. 2012. Web. 05 Feb. 2014. <http://www.washingtonpost.com/blogs/answer-sheet/wp/2012/11/25/how-grossly-underfunded-are-public-schools/>.
"Protecting Bad Teachers." Keeping Bad Teachers in Front of Students. N.p., n.d. Web. 06 Feb. 2014. <http://teachersunionexposed.com/protecting.php>.
Bowie, Liz. "Class Size Grows in High Schools after Cuts to Teaching Positions." Baltimore Sun. N.p., 11 May 2012. Web. 06 Feb. 2014. <http://articles.baltimoresun.com/2012-05-11/news/bal-class-size-grows-in-high-schools-after-cuts-to-teaching-positions-20120511_1_class-sizes-large-classes-196teaching>.
Mosle, Sara. "Does Class Size Count?" Opinionator Does Class Size Count Comments. The New York Times, 4 May 2013. Web. 06 Feb. 2014. <http://opinionator.blogs.nytimes.com/2013/05/04/does-class-size-count/?_r=0>.
"Science Teacher, Who Teaches Evolution, Forced to Quit Because of School's Preference of Creationism." God Discussion. N.p., 11 Mar. 2012. Web. 06 Feb. 2014. <http://www.goddiscussion.com/93673/science-teacher-who-teaches-evolution-forced-to-quit-because-of-schools-preference-of-creationism/>.
Sikhan, Khara. "World Socialist Web Site." Low-income Students Six times More Likely to Drop out of High School -. N.p., 10 Apr. 2013. Web. 06 Feb. 2014. <http://www.wsws.org/en/articles/2013/04/10/hsdo-a10.html>.
Resmovits, Joy. "Race To The Top Competition Deemed 'Impossible' In New Report." The Huffington Post. TheHuffingtonPost.com, 12 Sept. 2013. Web. 08 Feb. 2014. RTTT had recession-addled states compete for hundreds of millions of dollars each. In exchange, states had to promise to do things like institute higher academic standards; lift the ceiling on the number of charter schools allowed; and -- perhaps most controversially -- evaluate teachers in accordance with students' standardized test scores. States jumped at the opportunity to get more money, and some dramatically changed the way they deliver education.
"Criticism of No Child Left Behind." Findlaw. N.p., n.d. Web. 05 Mar. 2014. First, as with ESEA, critics charge that NCLBA causes the federal government to intrude too much into what has traditionally been the domain of the states. Second, opponents contend that NCLBA has resulted in unfunded federal mandates, which essentially passes financial problems from the federal government to state and local governments. Finally, detractors allege that the law places too much emphasis on standardized testing and stringent teacher qualifications.
Sanchez, Claudio. "The Charter School Vs. Public School Debate Continues." NPR. NPR, 16 July 2013. Web. 08 Feb. 2014. More and more charter school students are doing better, Raymond says, because they're getting anywhere from three to 10 extra weeks of instruction compared to their public school counterparts.
Karp, Stan. "Charter Schools and the Future of Public Education." NJEA.org. N.p., n.d. Web. 08 Feb. 2014. Shanker grew concerned that the charters and small specialty schools were fragmenting the district, creating tiers of schools serving decidedly different populations with unequal access. He also feared they were weakening the collective power of the teachers union to negotiate over district-wide concerns and policies. So he pulled back his support for charters, at a time when there were still very few, and focused on the standards movement, which became the primary reform framework for many teacher union leaders. The report showed that 70 percent of the New Jersey charters studied had the same or lower math scores as the traditional public schools they were compared to; 60 percent scored the same or lower on language arts.
Parker, Suzi. "Charter Schools vs. Public: Is One Better Than the Other?" TakePart. N.p., 25 Apr. 2013. Web. 08 Feb. 2014. He says that a great school is a great school regardless of its classification. “There are effective charters and ineffective charters, and there are effective district schools and ineffective district schools.
Moore, Randy, and Sehoya Cotner. "Evolution and Creationism in America's Biology Classrooms." BioLogos.org. N.p., 22 Jan. 2013. Web. 08 Feb. 2014.Students who were taught creationism in high school know significantly less about evolution when they enter college than do students who were taught evolution in high school. Relatively few biology teachers who teach creationism present it as religious idea, philosophical idea, or as part of a survey of several religions (Moore, 2008). They do not “teach the controversy,” in other words, but present the relationship between modern evolutionary biology and their faith as one of self-evident conflict, assuming (and teaching) that their version of creationism is the only true alternative.
"Preparing Students for Success in the Work Place." AdvancED |. N.p., n.d. Web. 08 Feb. 2014. Interviewees agreed that beyond the knowledge students gain in school, there are key skills and qualifications they must attain to be successful – verbal and written communication skills, the capacity to solve problems/critical thinking skills, the ability to cooperate with others and work in teams. Too often, they shared, students are learning to memorize and only what is on the test, rather than gaining a broader knowledge of the subjects they are studying and being able to apply that knowledge. “If we are only teaching facts, what is missing is giving students a set of facts and allowing them to assess those facts and make an evaluative decision,”
Sheehy, Kelsey. "High School Students Not Prepared for College, Career." US News. U.S.News & World Report, 22 Aug. 2012. Web. 08 Feb. 2014. More than a quarter of 2012 graduates fell short of college readiness benchmarks that ACT sets for all four subjects, and 60 percent of students tested missed the mark in at least two of the four subjects, the report states. Only 31 percent of students demonstrated the level of science expertise needed to succeed in entry-level college courses, and more than half were not prepared for college math courses. particularly minority students, are prepared to enter the workforce is critical not only to the students' success, but to economic success, as many companies struggle to find graduates with the requisite skill set.
Koretz, Daniel. "Usable Knowledge: Measure for Measures: What Do Standardized Tests Really Tell Us about Students and Schools?" Usable Knowledge: Measure for Measures: What Do Standardized Tests Really Tell Us about Students and Schools? Harvard, n.d. Web. 10 Feb. 2014. What you get credit for under No Child Left Behind is raising test scores, period. It doesn’t matter how you do it. It doesn’t matter what else you do or don’t do. So if the question is, should you as a teacher choose something that will raise scores very rapidly or something that might raise them a little more slowly, but really get kids engaged, what would you do?
"How Standardized Testing Damages Education." The National Center for Fair & Open Testing. N.p., 28 Aug. 2007. Web. 10 Feb. 2014. NCLB and related state and federal policies, such as Race to the Top (RTTT) and the NCLB waivers, have pressured schools to use tests to measure student learning, achievement gaps, and teacher and school quality, and to impose sanctions based on test scores. This is on top of using tests to determine if children are ready for school; track them into instructional levels; diagnose learning disabilities, retardation and other handicaps; and decide whether to promote, retain in grade, or graduate. NCLB demonstrated what happens when tests are misused. Negative consequences include narrowing the curriculum, teaching to the test, pushing students out of school, driving teachers out of the profession, and undermining student engagement and school climate.
"Standardized Tests - ProCon.org." ProConorg Headlines. N.p., n.d. Web. 10 Feb. 2014.On Mar. 13, 2010, Obama proposed an overhaul of NCLB, promising further incentives to states if they develop improved assessments tied more closely to state standards, and emphasizing other indicators like pupil attendance, graduation rates and learning climate in addition to test scores.
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