No Child Left Behind Law

By: Darla Johnson-Oglesby
By: Darla Johnson-Oglesby

The state school board is still trying to figure out exactly how to implement a new federal education law, but local schools are already trying to ensure that "No Child is Left Behind."

Parents of students at Dishman-McGinnis and L.C. Curry Elementary Schools will be receiving a copy of this letter in the mail in the next day or two. It says they can move their child if they want.

It's part of President Bush's new "No Child Left Behind" program which holds schools accountable for "adequate yearly progress."

The law allows students to transfer from schools with low "CATS" test scores to schools with higher scores. These parents will have a choice to send their children to either Potter Gray, McNeill, T.C. Cherry, or Parker Bennett.

The principal at Dishman assures parents his school is working hard to implement several changes that will address each child's need.

Part of those changes include free tutoring, bi-lingual teachers, the addition of writing and literacy coaches, and more focused after school programs.

To learn more, you can attend a meeting Dec. 3, 6:30 p.m. at Dishman McGinnis, or Dec. 5 at 6:30 p.m. at L.C. Curry.

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No Child Left Behind

  • President George W. Bush signed into law the "No Child Left Behind Act" on Jan. 8, 2002.

  • This law changes the federal government's role in kindergarten through grade-12 education by asking America's schools to describe their success in terms of what each student accomplishes.

  • The act contains the President's four basic education reform principles:
    • Stronger accountability of results.
    • Increased flexibility and local control.

    • Expanded option for parents.

    • An emphasis on teaching methods that have been proven to work.

    Accountability for Test Results

    • Beginning in the 2002-03 school year, schools must administer tests in each of three grade spans: grades 3-5, grades 6-9, and grades 10-12 in all schools.

    • Results of these tests will show up in annual state and district report cards, so parents can measure their school's performance and their state's progress.

    • These reports show us achievement gaps between students who are economically disadvantaged, from racial and ethnic minority groups, have disabilities, or have limited English proficiency. The report cards will also sort results by gender and migrant status.

    • Within twelve years, all students must perform at a proficient level under their state standards. But, states will set their own standards for each grade, so each state will say how well children should be reading at the end of third grade

    Source: www.nochildleftbehind.org


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