Failure to educate our country’s most disadvantaged students is the most glaring and abiding social and moral problem of the United States. For nearly 20 years, our nation has worked to improve our schools and student achievement levels. The No Child Left Behind (NCLB) Act was to be the answer to this dilemma by holding all schools accountable for student performance using high-stakes testing.

The error in thinking is the belief that the NCLB test ratings are fair and accurate. The system does not factor out the disadvantages and/or advantages of wealth and demographics, creating an inequity in the rating of schools. Low-income schools must provide programs, such as preschool, tutoring, remedial classes, and bilingual services, to their students, as well as the cost of more administration required by the state and federal grants that make up the largest percentage of their budget. Wealthier schools that primarily depend upon local funding (generally from property taxes) for their budget have few government constraints, few low-income students requiring special programs, and flexibility in how their budget is used. This means wealthier schools can provide more educational opportunities and enhancements (i.e. access to technology, fine arts and music, extracurricular activities, teacher professional training and improvements, and teacher administrative support) that impoverished schools cannot afford.

The Dallas Schools have developed their own rating system that factors out these disadvantages/advantages, putting all Dallas schools on an even playing field. Available funding, government requirements, the educational level of students entering kindergarten, and the demographics of the community are all factored out of the Dallas schools test rating metric.

Under NCLB, all schools across the nation must test children in reading and mathematics annually between third and eighth grades. The state, using NCLB mandated measures for school performance, calculates the percentage of various student populations that annually meet or exceed the state’s academic standards. Otherwise, they must measure the progress of student “groups” towards a universal fixed point.

Dallas schools use a “value added” school rating system that provides more accurate information, measuring individual student progress from a relative starting point. They then compare the scores with the same student’s scores from the previous year. Dallas schools score higher if students on average score higher than predicted by the previous year’s test scores and if the schools’ overall performance is better than that of other Dallas schools within the same demographics. If Dallas schools perform lower than predicted, they earn a low rating.

Herbert Marcus Elementary, part of the Dallas schools system, is the ideal candidate for the NCLB program. It is located in the inner city of Dallas, the building and grounds are run down, classes are overcrowded, and it is positioned on the edge of a grimy industrial zone. With 1,140 students, almost all are from low-income families and two-thirds speak English as a second language. Even the parents average a seventh-grade education.

Under Principal Conce Rodriguez, the school has done everything right in recent years — students wear uniforms, teachers submit weekly progress reports on every student in every subject, an expanded preschool program, teacher attendance incentives, and a large tutoring project, just to name a few. A community liaison, hired by Rodriguez, has increased the PTA membership to 700 (the largest in Dallas schools) and typically 50 parent volunteers daily at the school. Student attendance is at 97 percent, one of the highest in the Dallas schools system.

Under the Dallas schools rating system, Marcus placed 19th out of 206 Dallas schools, a significant accomplishment with such difficult demographics. Under the NCLB mandated rating system, Marcus placed 76th as only “acceptable”, one step away from being rated as failing. Needless to say, the Marcus educators, students and parents are none too pleased with the NCLB rating system. Some teachers have left Marcus from sheer frustration with the NCLB system and gone to wealthier Dallas schools, where they believe their accomplishments will meet with some recognition. A terrible loss to Marcus or any impoverished school, where quality teachers are scarce.

Other Dallas schools are being similarly penalized by the NCLB rating system. Dallas schools that ranked 2nd, 5th, 8th and 16th under the Dallas schools rating system were ranked 94th, 77th, 83rd and 107th, respectively, under NCLB. Additionally, the school that placed third under the NCLB rating system in the Dallas schools ranked 25th under the Dallas schools rating system. This shows the inequity of the NCLB rating system.

Since shortly after its passage, the NCLB has been under heavy attack by Congressional democrats, Texas republican legislators, and teacher unions. Though Dallas schools educators and parents support the high-stakes testing, they see the unfairness of the rating system used. They wish to see NCLB take a cue from the playbook of Dallas schools to accurately measure improvement in student achievement and factor out the demographics.

This information on Dallas schools is brought to you by www.schoolsk-12.com.

Choosing the best one out of the many distance education universities out there is  usually a major problem. There are so many of them and they all claim to offer you the best form of education in the comfort of your room or office. But if you take note of the following  guidelines in this  piece of writing, you will not have problem determining which university to attend.

 To begin with, the most  indispensable thing to watch out for is the accreditation of the university. You can not joke with this factor if you don’t want to waste your time and hard earned money. Never let them deceive you that they are accredited. You need to check it out with the relevant accrediting agencies. In fact, I  advise you to start your search from there. That will narrow down your search and make it easy for you to choose. Not only must the university be accredited,  ensure that the course or program you are enrolling for is also accredited. An accredited school with an accredited course or program will give you the best education you ever want.

 Furthermore,  ensure you look critically at the staff of the school. Genuine universities will certainly let you have some vital information about your prospective teachers or lecturers. You need to know if they have the required qualification to handle the course you are enrolling for.  Furthermore,  ensure you go through the course you’re enrolling for. Are you sure the program will make you what you wanted at the end?

The need to attend a highly reputable distance education university cannot be overemphasized. There are many of them out there. It is highly  advisable that you hang out in education forum on the web in order to know these universities. Ask questions from members and they can tell you what they know about the university you’re considering. This will help you  evade all those diploma mills on the web.

It is highly  advisable that you  evade universities that offer you degree or diploma for doing nothing. Don’t be deceived by their gimmicks that you don’t have the time to wait for one or two years before you can get the certificate. It’s true you want the certificate fast, but a good certificate cannot come easy that way. All the certificates being awarded by these fake universities will not do your career any good. So,  evade them.

Shephard Elementary School Immersion Program

Washington D.C. Schools are eager to begin a new language immersion program at the primary school level. Beginning in August of 2006, pre – Kindergarten students of various foreign language backgrounds will join the new language immersion program. In particular, French and Spanish speaking children are needed to start this two way immersion experience. Students participating in the program will receive either French – English or Spanish – English content classes taught by teachers fluent in the target language. Children born in late 2001 and early 2002 and speak a foreign language are encouraged to enroll.

The Shepard Elementary School program is part of the Washington D.C. Public School System’s ongoing efforts to integrate the International Baccalaureate Program into the elementary school level. Beginning in August 2006, all grade levels at Shepard Elementary school will begin participating in this internationally recognized program.

The Primary Years Program

The Primary Years Program is designed to teach the whole child through a range of interdisciplinary activities. Designed for students aged three through twelve, it involves an overall development of the mind, body, and heart and focuses on the needs of the child in all forms of development, including social, physical, emotional, cultural, and academic. The curriculum is published in English, French, and Spanish. The Primary Years Program is designed to prepare students for the International Baccalaureate Program, a college preparatory program offered at high schools throughout the world, including many locations in the United States. The introduction of the Primary Years Program in Washington, D.C. is in response to the large international community that lives and works in the area.

How Shepard Became an IB World School

In order to teach the Primary Years Program, Shepard had to go through several stages to ensure that the curriculum would reflect an international standard. Washington D.C. schools first entered the Consideration Phase, as they conducted research into the ability for schools like Shepard to meet the rigorous requirements for admission to the program. The district conducted an in -depth analysis of the philosophy and curriculum as well as identifying the resources that would be needed to implement the Primary Years Program.

During the Candidate Phase, the school goes through all the necessary procedures for implementing the new program. This involves training teachers to use the new curriculum as well as gathering the resources necessary to deliver the program. Shepard Elementary School then must implement the program for a full school year in order to complete this phase. The Washington D.C. school district will assist Shepard in beginning the program in August of 2006. This trial phase will determine how well Washington D.C. schools are able to handle the rigorous demands of this international school system.

At the end of the trial phase, scheduled for August of 2007 for Shepard Elementary School, a delegation from the International Baccalaureate Organization visits the school. During this visit, the delegation members decide if the school has shown success in implementing the curriculum. If the school does well, the school becomes authorized to offer the program and attains the internationally recognized status of International Baccalaureate World School. The IBO will continue to visit and monitor the school’s progress every five years.

Teacher Training

The teachers at Shepard Elementary received special training in order to meet the demands of the internationally recognized curriculum. Before becoming authorized to teach the program, the principal, administrative staff, and the teachers all undergo training of some sort. Some teachers attend IBO workshops. Many of the teachers in the Washington D.C. school district attended school based training organized by the IBO. Teachers are also encouraged to keep up – to – date using IBO’s online curriculum center in addition to attending conferences and workshops.

Shepard Elementary has taken the first steps to bring Washington D.C. public education to an international level by entering these first phases of the International Baccalaureate Primary Years Program.

Cincinnati Pilot Schools

Cincinnati Schools are pleased to announce that three area schools have been selected to participate in a nationwide pilot program to improve teacher quality. The three Cincinnati Public Schools chosen include John P. Parker School in Madisonville, South Avondale School in Avondale, and Whittier School in Price Hill. All the schools were chosen based on their federal ranking within the No Child Left Behind Act. The program is intended to show the strong influence that quality instruction has on student achievement as well as developing professional opportunities for teachers to hone their skills and receive rewards for their hard work.

Rationale for the Teacher Advancement Program

The Teacher Advancement Program recognizes that many young and gifted teachers choose to leave the professional early in their careers. The Teacher Advancement Program seeks to change that by offering qualified teachers the career opportunities and recognition that will keep them in the Cincinnati Public School system. The overall aim is to make teaching a highly rewarding career choice that attracts talent to serve the children in Cincinnati Public Schools.

Superintendent Rosa Blackwell expresses her feelings about the Teacher Advancement Program in this way: “I am extremely excited about this pilot program, which is closely aligned with other instructional initiatives in Cincinnati Public Schools. Research shows that quality teaching is the most important factor in raising student achievement, and this program is designed to enhance teaching by directing instructional resources where they are most needed – in the heart of the classroom.”

The Ohio Board of Education as well as the Cincinnati Federation of Teachers both endorse the Teacher Advancement Program. Cincinnati Federation of Teachers president, Sue Taylor, comments, “This is a reform initiative that brings together in a structural way the work that our teachers already are doing. It’s a value – added model that will monitor a student’s progress from the first day of class to the last and will measure the value that the teacher has added. TAP complements the instructional strategies being implemented in our schools, giving teachers a cohesive and aligned structure.”

The National Institute for Excellence in Teaching praises Cincinnati Public Schools for adopting the Teacher Advancement Program. President Lewis C. Solomon explains, “We are very pleased that Cincinnati Public Schools and the Cincinnati Federation of Teachers have taken this bold step to implement the Teacher Advancement Program in three schools. The implementation of TAP is aligned to district goals focusing on improved instruction and the increased achievement for all students.”

Overview of the Teacher Advancement Program

The Teacher Advancement Program seeks to help Cincinnati Public School teachers in four ways. First, it seeks to provide opportunities for applied professional growth, allowing teachers to meet with each other and devise strategies to help all students learn the week’s agenda. Secondly, the program will show teachers the multiple career paths open to them, offering mentors and master lead teachers to help teachers plan and reflect on instruction. Thirdly, the program monitors instructionally focused accountability, where teachers learn how to interpret student data in order to improve instruction. Finally, incentive pay is possible to reward teachers for high student achievement as well as seeking out professional and instructional growth.

You a Teacher’s Life Podcast listener…..help me would ya? If you haven’t listened…check it out at: theteacherslife.podomatic.com or http

Graduate Education Degree Concentrations

As educational careers and instructional certifications become more specialized, Visit Here http://special-online-education.blogspot.com

education graduate programs are reflecting this by encouraging students to declare a concentration within their education degree program.

 A concentration makes educators more attractive, often broadening their career prospects and better preparing them to meet the challenges of being an education professional.

While it’s typical for a student to declare a minor in a different field altogether-say, an international trade law major might choose a minor such as Chinese language if he or she intends to work within the Asian marketplace-a concentration is often closely linked with the major, more tailored to a specific job description. Someone looking to establish a career related to electronic teaching methods and new media in education, for instance, might pursue a masters degree in education with a concentration in distance learning, or instructional technology.

Credit hour requirements for concentrations vary greatly; programs typically require anywhere between 12 credit hours and 36 credit hours to complete degree requirements for a concentration within the primary degree program. This varies from one institution to the next, and of course, is dependent on the nature of the concentration itself.

Let’s take a look at a few education degree programs and concentrations to see what’s out there, and to help you better understand how selecting an education concentration might best serve your goals.

Educational Technology

Instructional or educational technology is a growing field that emphasizes the use of technology in education, both in the classroom and as a platform for distance learning programs. It encourages the design and implementation of a wide variety of tools to facilitate and advance students’ potential for learning. With modern curricula being built around the use of digital technology and new media, a master’s degree in education with a concentration in educational technology provides teachers with a valuable technological skill set and a solid working knowledge of e-learning methods. Those who understand and embrace these emerging learning methods are in high demand these days, whether it be in education or in private and corporate settings. Check out the International Society for Technology in Education’s Educator’s Resource page to learn more about this exciting, ever-changing field.

Curriculum and Instruction Strategies

A masters degree in education with a concentration in curriculum and instruction strategies can help teachers improve and strengthen their classroom practices. Exploring such areas as student literacy, inclusion and educational leadership, this concentration helps prepare instructors to better implement practical solutions to problems encountered both inside and out of the classroom. There are plenty of related concentrations in education that are associated with curriculum and classroom methodologies that can also benefit administrators, curriculum developers and department heads, among others. In addition, various teacher certifications are contingent upon completing concentrations like curriculum and instruction strategies.

Inclusion

As a practical theory, inclusion is another name for (or synonymous with) what may have been formerly known as “special education”. New educational models emphasize the inclusion of special needs children in the traditional classroom-built around the premise that children who learn together, learn to live together. A concentration in inclusion is designed to provide K-12 classroom teachers and administrators with critical theory and practical knowledge related to special education inclusion-offering educators the opportunity to study and improve upon professional practices, and in some cases, receive special education teacher certification as well.Visit Here http://special-online-education.blogspot.com

Product Description
This professional training video demonstrates the Behavior Education Program (BEP), the Tier 2 intervention comprehensively described in the book Responding to Problem Behavior in Schools. Scenes set in classrooms and other school and home settings depict such nonaggressive problem behaviors as disruption, defiance, and tardiness, and show how teachers, other school personnel, and parents can work with students effectively to implement the steps of the BEP. In addition, an interview with BEP codeveloper Dr. Leanne S. Hawken provides answers to frequently asked questions. A special feature of the DVD is a set of reproducible forms and training materials that can be downloaded on the purchaser’s computer as PDFs or PowerPoint files.

The Behavior Education Program: A Check-In, Check-Out Intervention for Students at Risk

Would that be bad? Does that mean that there would be a lot of self-contained classrooms?

Don’t give me an answer that says “it will never happen”. It could happen and when it does what happens?

Does that mean that the majority don’t have to take state exams? Special education students’ standards are lower than general education students. Therefore No Child Left Behind Act would be completely useless.
They have it on record at my high school of how many special education students they have in their school. Is it bad if it is a high number and why?

The world of business is breaking new grounds each day. In fact with the growth of competition the requirements for well trained and knowledge professionals are booming further. Many professionals who have obtained an entry-level position in a big company are looking further to expand their career options by selecting various business online programs. Besides this, it is becoming more and more crucial to have a bachelor’s or master’s business degree if you are looking to climb the corporate or business ladder.

Certainly, a business degree is one of the most valuable degrees that you cannot ignore. The best advantage of going for online business program is that it allows you to keep moving up in the business world while making yourself more qualified for future opportunities at the same time. Moreover, as it covers so many areas, you ultimately learn to work in a wide variety of positions.

Today various business distance learning programs are emerging as a global perspective and taking new importance. Providing an opportunity to study whenever, wherever and paying nominal tuition fees have further helped in the world-wide acceptance of distance learning programs over the last few years. However with the credit crunch imposed by economic recession and an increase in specialization in various business programs have made the task of selecting proper online business course even more difficult. New institutions as well as new courses and recognized accreditations are appearing online every day. This rising trend has further made the selection of proper course more complex. Nevertheless, here are some of the best business distance learning programs that has gained its importance and choosing any of this online course can be your right career move –

Business Administration Distance Learning Programs- This program is an ideal foundation course if you are one of those wishing to pursue studies in Business Administration or in particular online MBA degree. The key benefit of attaining a distance learning degree in business administration is that it can help you develop an understanding of an organization and the factors which may effect a business organization. In order to survive in any business, one needs to have a proper understanding of the financial aspects. Consequently, this distance learning program can help you learn about the administrative duties used in organizing meetings and process documentation primarily required in relation to Sales, Purchases, Stock Control and Insurance.

Accounting Distance Learning Programs- Looking at the present scenario the demand for qualified accountants are increasing day by day. Addressing to meet these requirements today there are many online universities offering accounting distance learning program. The best highlight of selecting online accounting programs or distance learning program is that it prepares you to work in various accounting and related fields while staying at home. Accounting is one of the core profession and act as a spinal cord for any business. Getting an online accounting degree from reputed colleges can provide you the opportunity to take additional coursework required for certification exams. Besides this, it may even help you comprehend the challenges usually involved in managing financial information. Once you complete this program, you develop insights on how to develop strategies, initiatives and programs to initiate and manage financial controls.

Banking Distance Learning Programs- Today the professionals who have banking foundation skills and well trained in managerial expertise are in high demand. As a result attaining a distance learning degree in banking can be real boost to your career growth. This is one of the specialized courses in banking sector and is ideal for all those who want to have a proper knowledge and interactive training on the application of various financial products usually offered by banks. Since this course is offered through correspondence, you can pursue it while working in the financial & banking sector and studying from home.

Finance Distance Learning Programs- Finance is one subject that holds a wide appeal as every business in this world is ruled by finance at different levels. As a result, this is yet another course that is rapidly gaining its importance in business world. Attaining an online degree in finance can help you develop an understanding of the modern corporate finance and investment management frameworks. This program can also help you learn some of the best practices, tools and models that are mostly used in many organizations to implement an effective finance management system.

Selecting any of these online programs can be your right career step. If we carefully look at the current scenario advancing in the business world primarily depends on two things: experience and education. Unquestionably, following a business online degree program can act as key to for your career advancement and better salary. It may possibly get you more interesting projects that you deserve to work on.

• ISBN13: 9781882982950
• Condition: NEW
• Notes: Brand New from Publisher. No Remainder Mark.

Product Description
General education is the core of the undergraduate experience. It provides a lasting foundation for lifelong learning, application, and appreciation of the various approaches to understanding individuals, cultures, and the world we live in. First-year experience programs are becoming virtually universal in colleges and universities, and first-year seminars often are integrated into general education programs to promote student retention, engagement, and success. The assessment of these institution-wide efforts is particularly challenging, but many campuses have made substantial progress from which we can learn.
Written for college and university administrators, assessment officers, faculty, and staff who support general education and first-year experience programs, this book is a pragmatic guide for developing, aligning, and assessing general education programs in meaningful, manageable, and sustainable ways. It presents a variety of approaches to help readers understand what other campuses are doing and develop a repertoire of methods so they can make informed decisions about their own programs.
Contents include:
• General education and first-year experience programs
• Steps in assessment planning and implementation
• Assessment in the context of accreditation and learning-centered institutions
• An array of direct and indirect assessment strategies and how to choose among them
• Published tools for assessing general education and first-year experience programs
• Alternative models for assessing general education programs
• Strategies for articulating general education and first-year experience learning outcomes
• Examples of learning outcomes and assessment studies from more than 100 community and 4-year colleges and universities
• Assessing the alignment of the curriculum, pedagogy, grading, and institutional support with learning outcomes
• Using the course certification process to promote a cohesive general education program
• Developing an effective campus infrastructure to support assessment and student success

Assessing General Education Programs