No Child Left Behind: can growth models ensure improved education for all students? : hearing before the Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Ninth Congress, second session, July 27, 2006, Volume 4 |
Other editions - View all
Common terms and phrases
ability Office academic progress accountability system addition adequate yearly progress BIGGERT Bill Sanders Cesar Chairman MCKEON Chancellor Klein classroom close achievement gaps committee Congress dents Department of Education ensure focus focused going Government Accountability Office grade level growth component growth model pilot growth targets HAYCOCK high school implement growth models important individual students Joel Klein kids Latino learning level three longitudinal data Massachusetts math measure progress meet ment Miller National National Education Association NCLB's North Carolina peer review percent perverse incentives pilot project Prepared Statement proficiency by 2014 proficiency levels public school question reach proficiency reauthorization Reg Weaver safe harbor Sanders SAS Institute School makes AYP school system Shaul special ed standards student achievement subgroup talk teaching Tennessee test scores Thank trajectory value-added models Weaver Yes Yes Yes York City
Popular passages
Page 1 - July 27, 2006 US House of Representatives Committee on Education and the Workforce Washington, DC The committee met, pursuant to call, at 10:03 am, in room 2175, Rayburn House Office Building, Hon. Howard McKeon [chairman of the committee] presiding. Present: Representatives McKeon...
Page 1 - Assistant; Cameron Hays, Legislative Assistant; Richard Hoar, Professional Staff Member; Lindsey Mask, Press Secretary; Chad Miller, Coalitions Director for Education Policy; Susan Ross, Director of Education and Human Resources Policy; Deborah L.
Page 9 - Director, Education, Workforce, and Income Security Issues, US Government Accountability Office Mr. Chairman and Members of the Committee...
Page 20 - See GAO, No Child Left Behind Act: Improvements Needed in Education's Process for Tracking States' Implementation of Key Provisions, GAO-04-734 (Washington, DC: Sept.
Page 7 - ... appropriate use of the accreditation program. Although state departments may now have their own standards of approval and methods of accrediting teacher education, I wonder if we cannot look forward, in the not too distant future, to discharging this function through the utilization of the services of the National Council for the Accreditation of Teacher Education and the regional associations with whom we hope to co-operate in perfecting a single accrediting procedure. Just how far and how rapidly...
Page 27 - ... teach and the manner in which we teach them would thus be far more crucial to investigate than some of the child's interpersonal interactions. It is, for example, entirely feasible that a child who has difficulties with his schoolwork has a disrupting influence on the family and not vice versa. Since not all children learn at the same rate or in the same manner, a careful analysis of the individual child's specific learning difficulty should lead to highly individualized remedial efforts. Help...
Page 5 - Second, do growth models appropriately credit improving schools, or do they overstate academic progress? In other words, are they a step forward in offering a fairer, more reliable means of accountability? Or are they a step backward — simply another loophole that hinders accountability?
Page 2 - I am looking forward to this hearing and the additional hearings we will be having in this series. And I now yield to my friend, Mr. Miller, for his opening statement. [The prepared statement of Mr. McKeon follows:] Prepared Statement of Hon. Howard P. "Buck" McKeon, Chairman, Committee on Education and the Workforce Good morning.
Page 5 - As a result, a gain or loss in the percentage of students who are proficient could be a result of factors besides the school.