How is nclb affecting education today

Several factors are responsible for NCLB's greater effect on urban schools. Greater diversity in urban districts means that additional numbers of subgroups must make AYP; urban districts often include dozens of schools, unlike smaller districts that might have only one school for each grade span; and urban schools often have high numbers of students living in poverty, which affects achievement.

On a more positive note, the percentage of urban school districts reporting that their teachers are highly qualified 88 percent and the percentage reporting an overall increase in student achievement 85 percent are similar to the percentages reported by suburban and rural districts.

Although respondents recognized the strengths of NCLB—high learning expectations, the focus on subgroups that have traditionally lagged behind, improved alignment, and better use of data—they also pointed to the legislation's negative aspects. These include lack of funding, lack of staff necessary to carry out NCLB's accountability requirements, teacher stress, and low morale.

Many expressed concern about the accountability requirements for certain subgroups and about bringing percent of students to proficiency by Provide greater transparency in state accountability.

Monitor the effects of allowing schools flexibility in how they meet AYP confidence intervals and safe harbor provisions, for example. Implement rules for using modified standards to assess certain students with disabilities. Provide adequate funding for NCLB. Support school improvement through additional funding and other assistance. Give states and school districts authority to oversee supplemental service providers.

Enable schools to reverse the order of school choice and supplemental services. Provide a balanced curriculum. The full report is available at www.

Carey analyzed data from the March annual reports that states were required to submit to the U. Department of Education describing their progress on 11 measures, such as the percentage of schools and districts making AYP, high school graduation rates, and teacher qualifications.

For example, 97 percent of Oklahoma's schools and 95 percent of Rhode Island's schools met AYP standards in —, whereas only 28 percent of Florida's schools did. The report is available at www. With NCLB's emphasis on test-based accountability, states' assessment practices have become more important than ever.

If a school is unable to pay for all of the students transferring schools, priority is given to underachieving students and to students from low-income families. If your child is having trouble in school and is attending a Title I school that has been in need of improvement for a period of at least one year, your child may be eligible to receive supplemental educational services.

Whether or not you are eligible for supplemental educational services will depend on your specific income level. This program is intended for low-income families so some families may not qualify. Supplemental educational services can include tutoring or remedial help for your child. If you are eligible for supplemental educational services, your school district must provide you with a list of all state approved supplemental educational service providers in your area.

You have the right to pick the provider that you feel would be best for your child. Charter schools are an innovative concept that many parents will find valuable. These schools are public schools, but they have freedoms that allow parents, leaders of the community and educational entrepreneurs to provide students with more educational options.

While charter schools are publicly funded, they are exempt from certain rules and regulations on the state and local level. These schools were developed to reform public education, with the schools being accountable for outcomes rather than processes. No Child Left Behind will provide charter schools with financial assistance for start-up costs, facilities and other costs involved with creating a high-quality educational institution.

A magnet school is intended to do exactly what it sounds like attract students. Magnet schools tend to focus on a specific subject and follow a specific theme. The schools are meant to attract students from different backgrounds socially, economically and racially , creating a diverse educational environment.

Magnet schools can provide students with specific skills that will help them towards a successful career. For instance, some magnet schools may focus on engineering while other magnet schools may focus on humanities.

Because the enrollment eligibility for these schools isn't limited to geographic boundaries, they attract a diverse student population. Some magnet schools operate as a "school within a school. Unlike charter schools, magnet schools are considered a part of the public school system. Policy Matters is a quarterly series of reports that provide timely research and guidance on issues that are of concern to policymakers at the local, state, and national levels.

Since teachers as a profession are explicitly charged with implementing the poli cies handed down by the federal and state governments, their attitudes and assessment of the legislation and its effects play a significant role in how these policies are viewed, implemented, and evaluated. This research examines the ways in which National Board Certified Teachers, as highly accomplished educators, view how NCLB impacted their professional practice and their status as professionals.

Our results indicate that NCLB brought about targeted gains in the mathematics achievement of younger students, particularly those from disadvantaged backgrounds.

However, we find no evidence that NCLB improved student achievement in reading. School-district expenditure increased significantly in response to NCLB, and these increases were not matched by federal revenue.