NCLB [electronic resource] : Let's Get It Right.
This document suggests changes to the No Child Left Behind Act (NCLB) in four targeted areas. Regarding Adequate Yearly Progress (AYP), The American Federation of Teachers (AFT) supports: (1) Setting challenging but demonstrably attainable student progress goals; (2) Judging school effectiveness by...
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Full Text (via ERIC) |
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| Corporate Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[Place of publication not identified] :
Distributed by ERIC Clearinghouse,
2005.
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| Summary: | This document suggests changes to the No Child Left Behind Act (NCLB) in four targeted areas. Regarding Adequate Yearly Progress (AYP), The American Federation of Teachers (AFT) supports: (1) Setting challenging but demonstrably attainable student progress goals; (2) Judging school effectiveness by measuring progress of the same students over time; (3) Producing accurate accountability decisions; (4) Maintaining achievement reporting by subgroup; and (5) Ensuring that AYP requirements and regulations meet scientifically-based standards. To address staff quality issues, AFT advocates: (1) Development of high-caliber teacher induction systems; (2) Ongoing, job-specific professional development for paraprofessionals; (3) Incentive grants to develop peer assistance programs focusing in knowledge and skill improvement; (4) Competitive base pay and benefits with opportunities to improve salary through additional responsibilities; and (5) Development of accountability indices to attract and retain high-quality staff. In the area of school improvement, AFT is lobbying Congress to amend NCLB to ensure that school improvement: (1) Is based on credible identification data; (2) Has adequate support for intensive planning when a school is identified as "in need of improvement"; (3) Provides necessary resources to implement the plan and see results within 3 years; (4) Implement choice and supplemental service only if the improvement plan has been demonstrated to be ineffective after 3 years; and (5) Requires significant restructuring if school does not demonstrate measurable improvement. The final area discussed in this document is sufficient funding of Title I programs to: (1) lower class size; (2) Hire specialists in reading and math instruction to provide teachers with model lessons and in-class training in research-based instructional techniques; and (3) Create faculty workrooms with high-speed Internet connections so that teachers can make use of the broadest array of resources when planning lessons. [For 2006 document, see ED497884.] |
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| Item Description: | Availability: American Federation of Teachers. 555 New Jersey Avenue, NW, Washington, DC 20001. Tel: 202-879-4400; Web site: http://www.aft.org. Abstractor: ERIC. Educational level discussed: Elementary Secondary Education. |
| Physical Description: | 12 pages. |
| Type of Computer File or Data Note: | Text (Opinion Papers) Text (Reports, Descriptive) |
| Preferred Citation of Described Materials Note: | American Federation of Teachers. |