Students in public schools have math scores that are just as good if not
better than those of students in private schools, according to a new
national study.
Instead of calling these schools "underperforming," the Board of Education is considering labeling them as "Commonwealth priority," to avoid poisoning teacher and student morale.
The reports displayed on this site include data from the No Child Left Behind, Title II, Part D, Enhancing Education Through Technology (EETT) program.These reports can be used to review the effectiveness of EETT within your state, to compare state programs or to view examples of exemplary programs within each state. Great for grant writers/seekers.
While many educators may think that Data-Driven Decision-Making is a new conversation instigated by the passage of the No Child Left Behind Act (NCLB), in fact, it reflects a larger societal trend. In nearly every national and international industrial sector, the world is witnessing the ability of large networks to collect data and, therefore, transform the understanding of how enterprises successfully function.
The United States Senate has released a discussion draft for the reauthorization of the Elementary and Seconday Education Act of 1965 (ESEA), Titles I through VII and X. As with the House version introduced last month, the Senate's draft includes language from the ATTAIN Act, emphasizing funding for education technology, professional development, and various systemic reform initiatives.
The reaut
A teacher-friendly guide to AYP in Massachusetts
Ed tech leaders are commending changes proposed in a House committee discussion draft on the future of NCLB, saying such changes would be a big step in realizing that the use of technology in the classroom is essential to improving schools and learning in the 21st century.
In a no-child-left-behind conception of public education, lifting everyone up to a minimum level is more important than allowing students to excel to their limit. It has become more important for schools to identify deficiencies than to cultivate gifts. Odd though it seems for a law written and enacted during a Republican Administration, the social impulse behind No Child Left Behind is radically egalitarian. It has forced schools to deeply subsidize the education of the least gifted, and gifted programs have suffered. The year after the President signed the law in 2002, Illinois cut $16 million from gifted education; Michigan cut funding from $5 million to $500,000. Federal spending declined from $11.3 million in 2002 to $7.6 million this year.
August 8, 2007—Looking for support in revising your curriculum to reflect the needs of 21st-century learners? A new online resource could help: On Aug. 2, the Partnership for 21st Century Skills (P21), a national coalition of business and education leaders, issued a revised plan to help students and educators achieve 21st-century learning goals.
Nationwide, about 2,300 schools are either in restructuring or are a year away and planning for such drastic action as firing the principal and moving many of the teachers, according to a database provided to The Associated Press by the Education Department. Those schools are being warily eyed by educators elsewhere as the law's consequences begin to hit home.
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Students in public schools have math scores that are just as good if not better than those of students in private schools, according to a new national study.
The reports displayed on this site include data from the No Child Left Behind, Title II, Part D, Enhancing Education Through Technology (EETT) program.These reports can be used to review the effectiveness of EETT within your state, to compare state programs or to view examples of exemplary programs within each state. Great for grant writers/seekers.
The United States Senate has released a discussion draft for the reauthorization of the Elementary and Seconday Education Act of 1965 (ESEA), Titles I through VII and X. As with the House version introduced last month, the Senate's draft includes language from the ATTAIN Act, emphasizing funding for education technology, professional development, and various systemic reform initiatives. The reaut
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