Academic Performance in Public Education Research Paper by Professor Victor Verb

Academic Performance in Public Education
A critical assessment of how schools can achieve real improvements in academic performance pursuant to the No Child Left Behind Act.
# 61271 | 3,173 words | 17 sources | MLA | 2003 | US
Published on Sep 25, 2005 in Education (Curriculum) , Education (Social Issues) , Political Science (General)

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Government at all levels, as well as the American public, has a right to know how well children are performing in the public education systems. This paper provides a review of the peer-reviewed and scholarly literature to identify methods to achieve academic improvement in the nation's schools. A summary of the research and salient findings are presented in the conclusion.

From the Paper:

"Since the passing of the No Child Left Behind legislation in 2001, colleges of education in the U.S. have made it a requirement that candidates take and pass either a state-sanctioned standardized examination or a national standardized exam called the Praxis Series, which is comprised of three levels of assessment (Lucas & Robinson, 2002). Further, it is certainly a measurement responsibility to engage these issues with users in order to understand and evaluate such implications of test design on teaching candidates (Cole & Willingham, 1997). A careful examination of the fairness issues in the design of The Praxis Series: Professional Assessments for Beginning Teachers, is a good example of this principle (Dwyer & Ramsey, 1995)."

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