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It's important to be aware of and understand the policies and general trends that affect schools and children. This section contains information about Reading First and No Child Left Behind, the position statements of important education associations, and national and international reading scores.
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By: Beth Antunez (2002)
In 1997, Congress approved the creation of a National Reading Panel (NRP) to initiate a national, comprehensive, research-based effort on alternative instructional approaches to reading instruction and to guide the development of public policy on literacy instruction (Ramírez, 2001).
By: Jerry West, Kristin Denton, and Elvie Germino-Hausken (2000)
Understanding the skills and challenges that today's kindergarteners bring to school can help teachers teach them appropriately. This article summarizes findings from a longitudinal study of the kindergarten class of 1998-1999, in terms of their family backgrounds and their cognitive, social, and physical development.
By: Lynn S. Fuchs and Douglas Fuchs (2007)
Use Curriculum-Based Measurement to make sure students are on track for academic success by charting their trajectory of improvement all the way through the school year. CBM calculates rate of improvement during the first month of school and determines how much a student will need to improve each month to reach benchmark goals.
By: Dorothy Strickland and Shannon Riley-Ayers (2006)
By: National Institute for Early Education Research (2002)
Research shows that 3- and 4-year-olds who attend a high-quality preschool are more successful in kindergarten and beyond. But research also shows that most preschool programs are not high-quality. This policy brief looks at what "high-quality" means, and how early childhood education can be improved.
By: International Reading Association (2000)
Schools in the United States face enormous challenges in teaching children to read and write. Meeting these challenges in the 21st century will require a fundamental change in how policy makers, parents, and school professionals look at improving schools.
By: Candace Cortiella (2005)
This article provides an overview of the federal No Child Left Behind law and includes information to help parents use provisions of NCLB to ensure that their child has access to appropriate instruction.
By: Ellen Delisio (2007)
Hours of test preparation, especially in underperforming schools, has left little time for electives or even some of the un-tested basic subjects. Adding time to the school day and year has helped some schools improve their scores and flesh out their curriculums.
By: Victor Chudowsky and Naomi Chudowsky (2007)
One of the toughest parts of NCLB for local school districts is creating an accountability plan that works. While school districts have made progress in accountability over the last five years, they have also encountered great obstacles, outlined here.
By: Candace Cortiella (2005)
Assessment accommodations help people with learning disabilities display their skills accurately on examinations. Teachers, learn how to test the true knowledge of your students. Don't test their ability to write quickly if you want to see their science skills! Parents, these pointers will help you assure that your children are tested fairly.
By: George W. Bush (2001)
The Bush administration's program, No Child Left Behind, is a plan for educational reform that is targeted at changing the use of federal funds to close the achievement gap and improve achievement levels. The following is excerpted from the executive summary.
By: Candace Cortiella (2005)
If a Title I school repeatedly underperforms, federal law provides opportunities for students to change schools or obtain additional instructional support. This parent advocacy brief looks at the information parents of students with disabilities need to know and understand in order to maximize these options.
By: National Association of School Psychologists (2008)
In this position statement about student grade retention and social promotion, the National Association of School Psychologists (NASP) identifies characteristics of students more likely to be retained; and the impact of retention at the secondary school level, late adolescence, and early adulthood. NASP also provides a long list of alternatives to retention and social promotion.
By: U.S. Department of Education (2001)
President George W. Bush's initiative, Reading First, aims to ensure that every child learns to read by the third grade. This summary describes its proposals.
By: G. Reid Lyon (2000)
Making the teaching of reading into a research-based profession requires that research findings be trustworthy and understandable to the classroom teacher. This article summarizes recent initiatives to improve the use of reading research in the classroom, and argues for increased efforts in these areas.
By: Debra Viadero (2002)
This article says that according to a new study, former full-day kindergartners were more than twice as likely as children without any kindergarten experiences – and 26 percent more likely than graduates of half-day programs – to have made it to 3rd and 4th grade without having repeated a grade. This study was presented at the annual meeting of the American Educational Research Association.
By: Craig D. Jerald (2006)
It is possible for educators to make better choices about how and when to teach to the test than the alarmist newspaper articles and editorials would seem to suggest. This article from the Center for Comprehensive School Reform and Improvement aims to help readers think beyond simple compliance with federal law or basic implementation of programs.
By: Jack Jennings and Diane Stark Retner (2006)
After five years of NCLB, researchers are beginning to measure the impact of this law on our public schools. A broad overview of their findings helps us see what's going right, what's going wrong, and how to improve the weak spots without losing the strengths.
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