...Policy Student’s Name Institution Affiliation Introduction Education policy refers to the guidelines and principles that the government put in place as laws in order to govern the activities around education systems in their country (Dewey, 2012). These policies are meant to be implemented in all the stages of education that is from early childhood education, kindergarten through to 12th grade, university and college education, graduate, adult education and job training. The areas that the government focuses on while formulating and implementing education policy include school choice, class size, school size, teacher education, school privatization, teacher pay and certification, curricular content, teaching methods, school infrastructure and education requirements (Dewey, 2012). It also encompasses the values and missions that schools aim to uphold and achieve respectively. A country’s academic success is greatly determined by the kind of education policies that have been formulated and implemented by its government (Ravitch, 2012). Hence this is a very vital factor for citizens to consider when they are obligated to vote in a new government. They tend to look at the most beneficial and favorable education policies that are going to be for the good of the country. Politicians also prioritize this factor when they are campaigning for office. This essay aims at comparing two countries’ education policies that is the United States of America...
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...Assessment in No Child Left Behind The Controversy over Standardized Testing and it’s Effects on Young Children Cynthia M. Kirchner Western Governors University Sherry Lawler HJT1 Task 1 #54425 Nature of the Controversy: No Child Left Behind (NCLB), Accountability and Standardized/High-Stakes Testing No Child Left Behind (NCLB): is the newest iteration of a decades-old education law, the Elementary and Secondary Education Act (ESEA). The original law provided funding to school districts to help low-income students. Today, NCLB holds Title I schools that receive this federal money accountable by requiring them to meet proficiency targets on annual assessments. Standardized or High-Stakes Testing: These are the tests that are administered by the individual states and consist of multiple choice and true/false questions. The tests are designed to evaluate students in the subject areas of mathematics and reading. These tests have been given to students in grades three through eight. The goal of the No Child Left Behind Act is that students will receive 100% proficiency level on these tests by 2014 Accountability: Accountability is the concept that each state set standards for the type and amount of information students know and learn. Children are tested yearly and the scores are reported to the government. Schools that need improvement are identified and they work over the next school year to raise the students’ test scores (Robertson, 2009) Nature of the Controversy: Accountability...
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...School Profile Jeanny Martial-Knights Grand Canyon University: EDA-575 May 7, 2014 School Profile In 2001, the government developed the No Child Left Behind Act to provide equitable education to low-income schools. Its provisions include schools receiving Title I funds must evaluate students annually to demonstrate school’s progress to improving academics. However, opponents argue that provisions provided by this act does not provide enough funding to cover the cost of programs related to enhancing learning in low-income schools (“LeftBehind: Low-Income”, 2008, 591). Despite the failings of the NCLB Act, it still provides assistance to Avery Elementary. Many of the services provided due to the NCLB Act are free and reduced lunch, technological programs, assessments tools, and other support personnel to assist educators. These services in some cases have enabled this school to make some progress towards improving test scores. With the available resources provided, Avery Elementary strives to improve student achievement. Due to the NCLB Act Avery Elementary has made some progress based on the programs, resources, support, and performance; it has made some progress towards achieving higher learning. About Avery Elementary The Vision of Avery Elementary is to consistently develop young minds and self-esteem through an academically enriched environment. The goal is to bring teachers and educators together so that each learner can reach their potential to compete...
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...best way to satisfy primary prevention, and thus prevent an illness or disease from occurring. In order to provide appropriate education, the nurse must first assess a community of interest, and determine what health issues require the most attention. The nurse can then create a teaching plan to assist the community in preventing the identified health risk. This writer assessed the Harry Hoag Elementary School third grade class community in Fort Plain, NY. Based on the community assessment findings, handwashing education was determined to be the topic of focus for the Harry Hoag Elementary School third grade class. The community assessment, the epidemiologic reason for this topic, the teaching plan, and evaluation of the experience require a closer look. * Fort Plain is a small village within New York State that has a low crime rate, is relatively safe to live, and consists of primary a middle class population. Within the community, most families have school aged children. Fort Plain has one elementary school and one high school. The Elementary school, being the main focus, is well kept, quiet and secure with a great security system. The class sizes range from...
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...Different Schools Evette Grayson Ashford University EDU650: Teaching Learning and Leading in the 21st Century Instructor: Kimberly Smith July 13, 2014 Introduction. The educational development of students around the world differ. From the teaching methods to the philosophies of each teacher to the needs of their students, schools have adjusted themselves to cater to the needs of their students. With the many differences in teaching and learning methods, the ongoing debate of how a student is taught and what they learn is ongoing. Still, at the core of this debate is that all parties involved agree that the primary focus is the student. This paper will illustrate the commonalities and differences between an elementary teacher from Wichita, KS and a high school biology teacher from Monroe, LA. This paper will also be supported by interviews from two teachers to help further explain the educational standards of today’s times and its effect on students. Summary From my interview with Kyle Hill, a public high school biology teacher from Monroe, LA, alongside my readings of an interview with Janice Thomas, an elementary teacher from Wichita, KS, the similarities and contrasts in the teaching and learning vary greatly. There is the obvious age gap between the two, as well as the sex of the instructor that contribute a part in the differences in the teaching. However, the commonality that all teachers share is that the focus is- and has always been- on the best needs...
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...Academic Performance of Elementary Pupils in Relation to their Nutritional Status I. What are the different factors that affect the academic performance of elementary pupils? This study deals with the factors that determine the school-related performance of elementary students; in particular to their health and nutritional status. The objectives of this article are relevant to the health and nutritional conditions of many school children, especially in public schools. In this same fashion, this is also related to the relationship between the academic performance of the school children and their nutritional health. All these aspects are vital in promoting a quality and effective education as well as providing the elementary pupils an equality of rights in learning. However, governments in various nations are constructing new class rooms, providing textbooks and other learning materials for the elementary students; as well as efficient trainings for the teachers in order to improve the quality of education among elementary levels. Still, there is a big difference between healthy school children and the non-healthy children when it comes to acquiring effective learning process in the school. (http://docs.schoolnutrition.org/newsroom/jcnm/05spring/fns.asp) According to the World Health Organization, most of the elementary children are lack if energy-protein nutritional elements that help in boosting the children’s weight and height. More than this, the most prevailing...
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...educators have been asked to teach more material at a higher level than ever before. Despite all these new standards and new high stakes testing students in America continue to show gaps in achievement. The fact is that some students simply do not test well. Many students are affected by test anxiety or do not show their learning well on a standardized test, resulting in inaccurately lower scores. Many students do not have a fair opportunity to learn the material on the test because they attend poorly-funded schools with large class sizes, too many teachers without subject area certification, and inadequate books, libraries, laboratories, computers and other facilities. These students are usually from low-income families, and many also suffer problems with housing, nutrition or health care. High-stakes tests punish them for things they cannot control. Students with learning disabilities, whose first language is not English, or who attend vocational schools fail high-stakes tests far more frequently than do mainstream students. After reviewing the presented literature, the researcher intends to perform an action-research study on the effects of high-stakes testing on the academic achievement and motivation on 5th and 6th grade students in the classroom. Action based research will be use to try and determine the following research questions: 1. How does the implementation of high stakes testing impact student achievement for students in the 5th/6th grades. 2. How does...
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...NAAC The NATIONAL ASSESSMENT AND ACCREDITATION COUNCIL (NAAC) is an autonomous body established by the University Grants Commission (UGC) of India to assess and accredit institutions of higher education in the country. It is an outcome of the recommendations of the National Policy in Education (1986) that laid special emphasis on upholding the quality of higher education in India. The system of higher education in India has expanded rapidly during the last fifty years. In spite of the built-in regulatory mechanisms that ensure satisfactory levels of quality in the functioning of higher education institutions, there have been criticisms that the country has permitted the mushrooming of institutions of higher education with fancy programme and substandard facilities and consequent dilution of standards.To address the issues of deterioration in quality, the National Policy on Education (1986) and the Plan of Action (POA-1992) that spelt out the strategic plans for the policies, advocated the establishment of an independent national accreditation body. Consequently, the NAAC was established in 1994 with its headquarters at Bangalore. Governance The NAAC functions through its General Council (GC) and Executive Committee (EC) where educational administrators, policy makers and senior academicians from a cross-section of the system of higher education are represented. The Chairperson of the UGC is the President of the GC of the NAAC, the Chairperson of the EC is an eminent academician...
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...implementation of the PSE strategies identified in this proposal to create synergy and focus and sustain our efforts over time. We anticipate that this group will include six to eight stakeholders and decision makers, with at least one representative from each of the following: 1) elementary school, middle, and high school administrations,2) elementary school, middle, and high school afterschool programs 3) the LAUSD Beyond the Bell Division and Area Food Services Department, 4) the Los Angeles County Office of Education After School Technical Assistance Unit, and 5) other organizations that will be identified prior the beginning of the proposed project and/or as it continues to be developed and implemented....
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...Section 5 School Examples, Student Case Studies, and Research Examples • School Examples, page 5.3 – School-Wide Screening, page 5.4 – Progress Monitoring, page 5.5 – Tiered Service Delivery, page 5.9 – Data-Based Decision Making, page 5.13 – Parent Involvement, page 5.16 – Resources, page 5.22 August 2006 Overview In November 2002, the United States Department of Education requested that the National Research Center on Learning Disabilities (NRCLD) identify, describe, and evaluate the implementation of responsiveness to intervention (RTI) in elementary schools throughout the United States. The NRCLD staff worked with the six Regional Resource Centers (RRCs) to identify potential sites and solicit school participation. More than 60 schools across the country initially were considered, and information from 41 of those schools was submitted. The NRCLD research staff reviewed the extensive amount of information submitted and judged that 19 of those schools were engaging in one or more commendable RTI practices based on a review of the following six components of an RTI service-delivery model: • School-wide screening. Screening is a type of assessment characterized by quick, low cost, repeatable testing of critical academic skills or behaviors and can be administered by individuals with minimal amounts of training. A screening measures whether a student should be judged at risk. If a student meets the criteria for at-risk status, he or she is considered for more in-depth...
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...THE ACADEME OF GOV. P. F. ESPIRITU ELEMENTARY SCHOOL __________________________________________________________ Final Paper Presented to the Open University System Polytechnic University of the Philippines Maragondon, Cavite _________________________________________ In Partial Fulfillment of the Requirements In Organizational Development and Leadership Effectiveness ________________________ Submitted by: CATHERINE M. SALGADO RENNALYN S. VELARDE AVELINA D. PISCOSO BERLITA B. TANAGON Submitted to: DR. APOLONIO A. DUQUE THE PROBLEM AND ITS BACKGROUND Introduction There is a substantial literature on the relationship between teacher characteristics and student learning. Most prior research on this topic has focused on teachers’ educational background, years of teaching experience and salaries. The results of this work are mixed. While it is clear that certain teachers are more effective than others at increasing student performance, there is considerably less consensus on whether specific, observable teacher characteristics such as education or experience produce higher performance. While most research has focused on general skills, school districts and states often rely on in-service staff development as a way to improve student learning. This on-the-job training seeks to instruct teachers in content as well as pedagogy. Professional development is an extremely widespread practice in U.S. Public Schools. 72 percent of teachers report having...
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...Grand Canyon University EDA 577 Dr. Lesane Develop Goals April 8, 2015 To ensure that you provide the children on your campus with the best possible education, there must be goals and standards in place. This plan is vital in the school for growth. In order to be successful, you must make changes when necessary in student instruction, provide the appropriate instruction and make changes if necessary to ensure that students will be successful. The vision and mission statement of the school go hand in hand with the action plan that is set up for the school. I have included an example of a school improvement plan with information that was collected from my school Peete Elementary school. My administrators, instructional coaches, and a select team of teachers, provided helpful insight which is included. The plan that is implemented from the administrators, instructional coaches, and the select team of teachers can be improved in a positive manner, the plan is continuously improved for the campus and for the betterment of the students. Strategies For each grade level there are TEKS assessments and lessons that are utilized in the classroom for daily instruction. Weekly assessments provided in class should go along with supporting and reading standards that coincide with the district standards and also the state schedule. There should be adequate training provided for instructors that cover methods and strategies that should be used by students on the day of their tests...
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...Developmental disabilities are mental and/or physical impairments that are diagnosed around birth or within the adolescent years. Four classification methods have been developed to help understand the disability. You must first be able to know the severity of the condition. Mild would be considered the highest and profound would be the lowest. Then, you would look at the educability of the student. This is according to how well they are expected to achieve in a classroom. Medical Descriptors are on based on the biological origin of the condition. “Classification based on needed support is a classification system that is based on the type and extent of support needed” (Drew, 2011, p232) Children that have developmental disabilities have a significantly lower learning and memory capability (Drew, 2011). Early intervention is definitely a fundamental stage to families that are trying to help their child’s needs. Early intervention works on the fact that a child will receive care in the first three years of their life. This will help establish the child’s future (Marcus, 2010). People that believe in early intervention think the early intervention will help the child by lowering the impact of the disability. Placing a child in early intervention should be done early. The belief is that the earlier the interventions are done, the better it is for the child and family. Early intervention evolved into more family centered instead of just for the child. This way...
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...The Changing Mathematics Curriculum: An Annotated Bibliography Third Edition April 2005 1 2 The K–12 Mathematics Curriculum Center The K–12 Mathematics Curriculum Center (K–12 MCC) supports school districts as they build effective mathematics education programs using curricula that align with the National Council of Teachers of Mathematics’ (NCTM) Curriculum and Evaluation Standards for School Mathematics (1989) and Principles and Standards for School Mathematics (2000). The K–12 MCC offers a variety of products and services to assist mathematics teachers and administrators. Our seminars address selecting and implementing new curricula, designing professional development and support, aligning curriculum with assessment, and examining leadership in curricular change. Our other resources include: About This Publication This publication, an annotated bibliography of articles relevant to Standards-based mathematics curriculum reform, is intended as a resource for educators and communities considering the selection and implementation of a Standards-based mathematics curriculum. It also may assist individuals who are interested in learning about the student achievement, classroom practices, and implementation challenges associated with the use of Standards-based materials. When gathering resources for this publication, the K–12 Mathematics Curriculum Center staff reviewed articles that either addressed important issues in mathematics curriculum change or shared experiences...
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...GRADE SIX PUPILS, BONKOKAN ELEMENTARY SCHOOL: PROPOSED IMPROVEMENT MEASURES GRADUATE SCHOOL AND PROFESSIONAL STUDIES October 2015 NATIONAL ACHIEVEMENT TEST RESULT AND ACADEMIC PERFORMANCE IN HEKASI, GRADE SIX PUPILS, BONKOKAN ELEMENTARY SCHOOL: PROPOSED IMPROVEMENT MEASURES CHAPTER I THE PROBLEM AND ITS SCOPE Introduction The national government through the Department of Education (DepEd) takes charge of the educational programs, projects, goals and objectives of the country's educational system particularly the elementary and secondary. Department of Education (DepEd) designs educational innovations to keep abreast with the needs of the changing times. We all know and aware that our government is doing their best to improve the plight of our educational system and that is why big allocations of budget is given to the DepEd yearly. National Achievement Test is an examination annually conducted by the Department of Education ( DepEd) to public and private elementary and secondary schools in the Philippines to measure the knowledge of the pupil in five areas, in which HEKASI is included. The annual NAT examination results is one of their materials in assessing the effectiveness of education of the elementary and high school students. The objectives of...
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