This paper discusses the implementation of the No Child Left Behind (NCLB) and the Individuals with Disabilities Improvement (IDEIA) programs in BibbCountyschools.
Abstract In this article, the writer notes that in an effort to address failures in the educational system across the country, Congress passed the No Child Left Behind (NCLB) and the Individuals with Disabilities Improvement Act of 2004 (IDEIA 2004). The writer points out that the effectiveness of these laws has been challenged in many states and in local jurisdictions. The writer then discusses that BibbCounty is one of the areas that has put these laws into force and that has monitored their progress to see how effective they may be, with mixed results. The writer looks at this issue on the basis of the three criteria of efficiency, adequacy, and equity and notes that the system was found to be wanting in all three areas. The writer concludes that efforts have been made to streamline the system and to assure equity, and this process is ongoing throughout the system.
From the Paper "In Bibb County, Georgia the School Board works with the Georgia Department of Education to implement provisions of the law, and the board reports that since the law has been in place, system test scores have been rising. According to the Board, using Georgia's Criterion Referenced Competency Tests, third graders able to meet or exceed the standards on the Reading portion have increased by eight percent, while fifth graders meeting or exceeding standards on the Mathematics portion have increased 20 percent. If a school achieves Adequate Yearly Progress under the NCLB, based on several factors including test scores, for three or more years in a row, that school earns the distinction of being cited as a Distinguished School."
Abstract This paper analyzes the program improvement plan guide of Minnesota School District # 279. It presents the general aims of a school improvement plan and the areas in which the program aims to support the schools. The paper then looks at how a program could be implemented into a school. Finally, the paper focuses on Minnesota School District # 279 and how the program could be implemented there.
Table of Contents:
SchoolProgram Improvement Plan
How is it Undertaken?
The Program Improvement Plan Process Guide of District 279
From the Paper "The process of improving a school program is a continuous one, it evolves as needs arise. Therefore, implementation and conceptualization is not easy. It needs to be constantly assessed and tested if the program still works according to the demand of the time. The plan to improve the school program is undertaken by a committee or team through the following key steps: a.) Select a reform model, by first assessing the needs of the school so you can decide on which models to adopt, building a knowledge base, becoming familiar with school reform models, determining evidence of effectiveness, making informed selection, and finalizing arrangements with model developer. b.) Design a comprehensive program by reallocating resources and developing action plan. c.) Implement the program by providing leadership, fostering positive relations between administrative staff and the community, looking for early successes, managing the plan, securing external support, checking for possible abrupt improvements. d.) Use evaluation for continuous school improvement by setting standards, promoting a climate for data-driven accountability, monitoring implementation, planning changes, evaluating outcomes, using multiple measures, informing stake holders and creating a user friendly data storage system."
This paper compares three very different high schools in the New York City area: Stuyvesant High School, Columbus High School and North Valley Stream High School.
Abstract This paper explains that Stuyvesant High School is an honor's programschool located in downtown Manhattan, Columbus High School is an "inner-city" school located in the north-east side of the Bronx and North Valley Stream High School is a wealthier suburban school in Nassau County, Long Island New York. The author points out that Stuyvesant School is similar to one of the oldest public schools in the country Boston Latin in terms of population, test scores, neighborhood and number of students who go on to higher education (94%); both require admission testing, are considered a school for intellectually gifted children and have no special education facilities. The paper deduces that money, parental encouragement and class-consciousness can over come some lack of motivation and lack of academic talent, which are the greatest predictors of a successful high school career. Many charts and tables.
From the Paper "The difference in the number of Reagents diplomas issued between Stuyvesant and Columbus High School's is significantly high. Stuyvesant High has a 98 percent average of Reagents diploma ratio whereas Columbus has a 13.5 percent average. What this tells us is although this is a highly ethnicized inner city school with little money and fewer teachers per student, that 13% of the students were able to achieve diplomas with honors despite negative peer pressure, and other situations. Despite all the drawbacks at Columbus High School, they had a higher ratio of honor's graduates than similar schools although a lower ratio of honors for schools in the area."
Abstract In this article, the writer notes that middle school is a time of great transition for students, who are simultaneously dealing with physical and social changes, as well as more rigorous academics. To help students manage the transition, many middle schools have begun offering advisory groups. The writer points out that advisory groups may consist of staff and students, meeting regularly to engage in activities designed to benefit students academically and socially. One of the main goals of advisory groups is for each student to have at least one caring adult at the school who knows the student personally. Schools have used advisory groups to help students increase self-esteem, build better relationships with peers and adults, improve academically, and play a positive role in their communities. The writer maintains that advisory groups can be critical to student success, but before one condemns middle schools for often providing ineffective programs, one must first provide a clearer picture of how to develop more useful alternatives. The writer concludes that by building on current research and conducting new inquiries into the scope of the problem and possible solutions, one can move toward a better understanding of best practices.
Outline:
Introduction
Promise and Problems
Working Toward Best Practices
Understanding Future Challenges
Conclusion
From the Paper "However, advisory groups often have been riddled with problems. A distinct lack of guidance on best practices, as well as inadequate program focus and staff training, has led many advisory programs to be little more than glorified study halls or quiet times. Some schools are looking to change this, through structured activities that include character education, community service, and working with younger students. While schools begin to understand how to structure effective advisory programs, research shows that these programs are likely to face new roles and challenges. For example, researchers believe that advisory groups could help students make better health choices and develop more sophisticated notions of gender identity. However, before advisory groups can reach their full potential at the middle-school level, more research is needed to help schools better understand best practices and how tenets of good advisory programs can be practically implemented."
Abstract This paper discusses the element of racism present among grade 8 students at school. The writer points out that students at the school in question are from many different ethnic groups. The writer notes that these children appear to have a particularly hard time. Further the writer points out that all of these students would benefit from a program to increase their awareness of cross-cultural communication to help them reduce or eliminate their prejudices.
From the Paper "Students entering Delaware High School already seem to have learned racist attitudes. Students are from many different ethnic groups, and observations show that they tend to group together with members of their own ethnic groups. In addition, there are occasional bullying incidents, name-calling, and fights that appear to be motivated by racism. Some of the children are recent immigrants, and therefore speak English as a second language."
Abstract This paper examines how the causes of school violence extend beyond gangs and gang membership, but how gangs are a significant contributing factor. It analyzes how gang members participate in violent acts at school and how the presence of gangs increases both the availability of weapons and the perceived need to seek the protection of a gang. It looks at the typically three different approaches that are used to manage the risk of school violence-- precaution, intervention and enforcement. Precaution includes taking steps to minimize the opportunity for violence such as metal detectors, intervention typically focuses on providing alternative activities for at-risk youths, such as after-schoolprograms and extra-curricular activities and enforcement are those actions taken once an act of violence has occurred.
From the Paper "Intervention typically focuses on providing alternative activities for at-risk youths, such as after-school programs and extra-curricular activities, and on crisis intervention for students who participate in violent (or pre-violent) acts. Effective intervention requires that school personnel and law enforcement work together to ensure that incidents are reported accurately and that opportunities for early intervention are not missed. However, some school officials note that while law enforcement has been generally helpful in areas such as how to conduct a search legally, there remains a lack of knowledge among school personnel about how to conduct such a search effectively (Zolkos, 1996, p. 3)."
Abstract In this article, the writer discusses that since funding for schoolprograms in the US has been so drastically reduced, art outreach programs have become absolute necessities for many communities. The writer points out that these programs also introduce not only children to art, but adults are benefiting from these programs as well. The writer explains that exposure to art at any age can bring about a transformation in an individual, giving them a window into a different world and perhaps a new window into themselves they may have never seen before. The writer concludes that outreach programs have the ability to touch entire communities and should be supported and encouraged as much as possible for their positive and long-term effect.
From the Paper "Whether the student pursues art as a career, the exposure to art and other creative concepts adds a depth to his or her experience that is essential to any well rounded education. Art education opens up certain area of thinking that is often not usually accessible under the standard curriculum of educational techniques. Sections of the brain are activated during these activities that quite often do not get much exercise in the world of the three R's. Either in self-reflection or self-expression, art is a major resource that is being poorly utilized in education at this time. A quick snapshot of the rising rate of crime and recidivism among juveniles is one of the obvious results of this.
"Although always in trouble, the crisis in art funding has been slowly building over the past decade."
This paper is a research proposal to determine whether preschool disabled programs have a positive impact on the social development of autistic children.
Abstract This paper explains that experts have a hard time agreeing on the causes and risks of autism, which is a spectrum disorder; however, there is a general agreement that it is a devastating disorder impacting social skills in ways that are far reaching. The author proposes a research study to determine if pre-schoolprograms designed for disabled children are effective methods for helping children with autism develop their social skills and thus increase their ability to communicate. The paper reports that the research will use the case study method studying ten selected participants. The author will gather information using a multi-dimensional approach of interviews with the family members and teachers, observations and empirical data from program records.
Table of Contents
Introduction
Background of Study
Purpose of Study
Significance of Study
Research Questions
Assumptions
Delimitation
Definitions
Literature Review
Proposed Methodology
Exploring the Options
"What Is Methodology?
Literature Review
This Study Proposal Choice
Participants
Data Analysis
Limitations of Study
Conclusion
From the Paper "Children with autism often fail to develop appropriate social skills and are consequently treated differently by their school peers. In addition, their reactions to teachers and other personnel at the school may be inappropriate because they do not have the developed social skills needed to react appropriately. By the time children start school they have usually developed social skills that can help them navigate the day and the tasks that are required of them. For children with autism the inability to socially communicate can make the day difficult at best and impossible to navigate at worst."
Abstract The paper describes a preschool program for ages 3 to 5 years that employs Maria Montessori's principles, albeit with some refinements. The paper explains the space and material requirements and looks at the teacher assistance to be provided. The paper reveals that the preschool program envisioned has been shown to be effective in thousands of preschool settings and it can be successful in thousands of others as well.
Outline:
Space Requirements and Materials
Teacher Assistance Required and Classroom Administration
Summary and Conclusion
From the Paper "The space provided by this envisioned pre-school program would require an typical classroom environment, with designated play, reading, art and rest areas; other features would include age-appropriate reading materials (e.g., Cat in the Hat et al.), tables and chairs, and basic art supplies (i.e., Elmer's, construction paper, crayons, modeling clay, paints and brushes, pipe-cleaners, glitter [teacher discretion], etc.), and toys and games (i.e., Chutes 'n Ladders, Candyland, balls, jacks, pick-up-sticks, jigsaw puzzles, etc.). Regardless of what type of materials are provided in the preschool classroom using this approach, though, it is important to keep in mind the Montessori principle of a providing a controlled (i.e., limited) environment."
Abstract This research study examines Duval Countyschools in order to determine whether a vocational training program will facilitate better student achievement and reduce delinquency in the community. Specifically the researcher attempts to examine whether current educational programs are meeting the needs of students including those at high risk. The researcher uses a case study approach to examine data from Duval CountySchool Districts and The City of Jacksonville Department of Justice.
Table of Contents:
Abstract
Introduction
Problem Statement
Background Problem Duval CountySchool Background Problem Duval County Department of Juvenile Justice Objectives
Literature Review
Characteristics of Vocational Education
Advantages Vocational Training
Methodology
Research Design
Data Analysis
Results and Findings
Summary
Recommendations
From the Paper "Frequently reported reasons for dropping out among student populations include students (1) finding school boring and (2) students perceived inability to graduate (Kaminski, 1993: 563). High absenteeism, work preferences and familial problems also contribute to higher dropout rates (Kaminski, 1993). Counseling for high risk students and more hands on training and interaction are often recommended to assist students that fall within the high risk population (Kaminski, 1993). This suggests a vocational or technical training program would ideally solve many of the problems currently found within the Duval County School district. Students more likely to drop out or fail to succeed in school also often lack support from parents, and parents rarely have education levels that include a high school diploma or sufficient literacy , which matches the profile of many parents in Duval County (Kaminski, 993)."
Abstract This paper discusses the effect the "No Child Left Behind" Act is having on the education system in the Hernando County. The paper analyzes the current and potential harm that can be done in the name of this federal educational reform. The paper offers the suggestion to repeal the NCLB Act and return management of local school districts to local school officials, parents, students, and other concerned citizens in each district.
Table of Contents
Executive Summary
Introduction
Hernando County's Current NCLB Situation
The Hernando County Situation in a Larger Context
National Commentary on NCLB
Recommendations
Appendix A: 2004 Adequate Yearly Progress (AYP) Report ?District Level, Hernando
Appendix B: 1004 Adequate Yearly Progress (AYP) Report, Hernando
References
From the Paper "The No Child Left Behind (NCLB) act has stamped modern American education with the mark of mediocrity. In mandating that all school districts in the nation live up to a set of standards or lose important Title 1 funding for their disadvantaged schools, and by imposing sanctions that are draconian in their effects, the federal government is imposing the will of Congress on the choices of parents. In addition, the dissonant requirement that states set their own standards creates disparity of a magnitude unimaginable before the federal government decided to intrude into this most important, not to say intimate, local issue between children, parents and those who are entrusted to educate those children."
Abstract The paper looks at the financial situation of the Cobb CountySchool District which has been described as one of the three largest school systems in Georgia and the thirty-fifth largest in the United States. The writer discusses ways in which the district has dealt with the growth of the student body and how the county has managed to re-allocate funds in order to keep up with the growth.
From the Paper "Funds for the operation of the Cobb County School District come from a variety of sources. Local sources, including property taxes, real estate transfers, alcoholic beverage taxes, and miscellaneous fees accounted for $227,631,627 in 1998-1999 and is expected to increase to $250,856,553 in 1999-2000. This represents a monetary increase of $23,224,926 or 10.2 percent. State funds are obtained from the Quality Basic Education Funding from the State of Georgia. In 1998-1999, this funding provided $297,655,312. The amount was reduced to $289,037,487 for 1999-2000. This represents a reduction of $8,617,825 or 2.9 percent. Federal funding is obtained from ROTC Instructor Salary Reimbursements, Impact Aide, other federal programs and indirect charges. In 1998-1999, this amount totaled $491,500 and increased to $498,500 in 1999-2000. This increase of $8,000 represents a 1.6 percent increase (p. 12)."
Compares the effectiveness of two different programs, D.A.R.E and School Resource Officer, adopted in some public schools to help fight the rise of drug and alcohol abuse on campuses.
4,150 words (approx. 16.6 pages), 15 sources, 2002, $ 151.95
Abstract Schools in the United States are increasingly becoming centers of criminal activities among youth with drug and alcohol use on the rise. Parents, teachers and relevant authorities are concerned about the increasing rate of drug and alcohol use in public schools with substantial increase in violent activities on the school property. To rectify this problem and effectively deal with the issue, Los Angeles Police Department suggested a program in 1983 according to which police and school authorities would work together to curb the rising rate of crime in educational institutions. This resulted in the creation and implementation of Drug Abuse resistance program in schools all over the country. But a decade after its implementation, it was found that while DARE was a popular program; it had failed to produce significant positive results. This made some schools in the country look for alternative programs and in the mid 90s, School Resource Officer program was adopted by some schools in the country.
Abstract This paper discusses school vouchers and a national voucher program. The author looks specifically at the three best known school voucher or school choice programs: the Boulder Plan, the Milwaukee Plan, and the Cleveland Plan. The paper examines whether school choice programs been a successful public policy, and concludes that these programs are either: a) failing b) not yielding enough information to make a conclusion or c) just plain unconstitutional.
From the Paper "It is clear that school choice and school vouchers have many problems, but these programs are beginning to show promise. The idea of national school choice or school voucher seems to be a disaster waiting to happen, because of the complexities and needs of these programs. The local levels are the places that can adequately implement such a program. The programs of race, privilege gap, transportation, school closures, separation of church and state, and funding need to be address. The research and data has made all of this clear, but has not made many feasible recommendation to began to amend these issues. Most researchers are saying that school choice and school vouchers needs to be forgotten as a failed policy idea, but this is the easy answer to a complex question. How do we adequately education and create opportunities for all of our students? Former Representative Fox is on the right track in looking for ways to amend these programs. Freedom of choice and competition are building blocks of our society. To turn on these beliefs is to serve a grave injustice to our way of life."
Abstract In recent years, numerous American states have created and implemented school voucher programs, enabling students who attend poor performing schools to apply for and receive vouchers for fees and tuition in order to attend private schools. This paper shows that theoretically, school voucher programs appear to be highly beneficial, offering students and parents more choice and control over education, an option not all students would otherwise have. However, opponents of school voucher programs argue that such programs are discriminatory and sidestep the real issue, i.e., how to improve the public educational system. This paper analyzes and examines the multitude of issues related to school vouchers. Part II discusses Florida's school voucher system. Part III, arguments against school vouchers are outlined and critiqued. Lastly, this paper concludes with recommendations for a balanced approach to school vouchers.
From the Paper "Numerous arguments may be made against school vouchers in general as well as against Florida's school voucher program. First, there is no requirement that the parochial/private school a student attends with the voucher offer a higher quality education than the public school the student would have attended. (Summary of Florida School Voucher Program). Next, participating private schools are not subject to the system used to grade the public schools or any other state school grading system. (Summary of Florida School Voucher Program). Third, if a student receives a voucher in elementary or middle school, the student may continue to attend a private school at public expense until he or she finishes high school regardless of any change in the "grade" assigned to the student's public school in the interim, even if the high school the student would have been assigned to has never been designated as ?failing.? (Summary of Florida School Voucher Program)."
Tags: Kevin, Daley, Opportunity, Scholarship, Program
