No Child Left Behind: A Toolkit for Teachers
Archived Information


Notes

1. The No Child Left Behind Act of 2001 is the name for the reauthorized (and amended) Elementary and Secondary Education Act of 1965 (ESEA). For the purposes of this document, the law is referred to as No Child Left Behind or NCLB.

2. Peyser, J. and Costrell, Robert. (2004). Exploring the Cost of Accountability. Available at http://media.hoover.org/documents/ednext20042_22.pdf; United States General Accounting Office. (May 8, 2003). Title I: Characteristics of Tests Will Influence Expense; Information Sharing Will Help States Realize Efficiencies; and Accountability Works. (2004). Leading Educational Change, Getting Results. NCLB Under A Microscope: A Cost Analysis of the Fiscal Impact of the NCLB Act of 2001 on State and Local Educational Agencies. Available at www.educationleaders.org/elc/events/elc_cost_study-04.pdf.

3. Snow, C.E., Burns, S.M. and Griffin, P. (Eds.) (1998). Preventing Reading Difficulties in Young Children. Washington, D.C.: National Academy Press.

4. National Center for Education Statistics. (2003). The Nation’s Report Card: Fourth-Grade Reading Highlights 2002. Washington, D.C.: U.S. Department of Education.

5. National Center for Education Statistics. (2000). NAEP 1999 Trends in Academic Progress: Three Decades of Student Performance. Washington, D.C.: U.S. Departmentof Education. Also, U.S. Department of Education Budget Service. (2004). BudgetHistory Tables. Available on www.ed.gov/about/overview/budget/history/index.html.

6. Sanders, W. and Rivers, J. (1996). Cumulative and Residual Effects of Teachers on Future Student Academic Achievement. Knoxville, Tenn.: University of TennesseeValue-Added Research and Assessment Center.

7. Sandra Feldman, president of the American Federation of Teachers, spoke at the White House Conference on Preparing Tomorrow’s Teachers, 2001. For her entire speech, visit www.ed.gov/admins/tchrqual/learn/preparingteachersconference/feldman.html.

8. Monk, D.H. (1994). Subject Area Preparation of Secondary Mathematics and Science Teachers and Student Achievement. Economics of Education Review, 13, 125-145.

9. Whitehurst, G. (2002). Research on Teacher Preparation and Professional Development. Washington, D.C.: White House Conference on Preparing Tomorrow’s Teachers, 2001.

10. Ingersoll, R. (2002). Out of Field Teaching, Educational Inequality, and the Organization of Schools: An Exploratory Analysis. Seattle, Wash.: University of Washington Center for the Study of Teaching and Policy.

11. The Education Trust. (2004). The Real Value of Teachers: If Good Teachers Matter, Why Don’t We Act Like It? (Thinking K-12, vol. 8, no. 1). Available at www2.edtrust.org/EdTrust/Product+Catalog/test+browse.htm.

12. National Reading Panel. (2000). Report of the National Reading Panel—Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction. Washington, D.C.: National Institute of Child Health and Human Development.

13. National Center for Educational Evidence. (2003). Identifying and Implementing Educational Practices Supported by Rigorous Evidence: A User-Friendly Guide. To order the guide by mail, write to ED Pubs, Education Publications Center, U.S. Department of Education, P.O. Box 1398, Jessup, Md. 20794-1398. To download this user-friendly guide, visit www.ed.gov/rschstat/research/pubs/rigorousevid/guide_ pg3.html.

14. Devoe, J.F., Peter, K., Ruddy, S.A., Miller, A.K., Planty, M., Snyder, T.D. and Rand, M.R. (2003).Indicators of School Crime and Safety: 2003 (NCES 2004-009/NCJ 201257). Washington, D.C.: U.S. Departments of Education and Justice.

15. Snow, C.E., Burns, S.M. and Griffin, P. (Eds.). (1998). Preventing Reading Difficulties inYoung Children. Washington, D.C.: National Academy Press.

16. National Center for Education Statistics. (2002). The Nations Report Card: Reading 2001. Washington, D.C.: U.S. Department of Education.

17. The Teaching Commission. (2004). Teaching at Risk: A Call to Action. Available at www.theteachingcommission.org/publications/FINAL_Report.pdf.

18. National Center for Education Statistics. (2003). The Condition of Education 2003 (NCES 2003-067). Washington, D.C.: U.S. Department of Education.

19. National Center for Education Statistics. (2004). The Nation’s Report Card, Mathematics Highlights 2003. Washington, D.C.: U.S. Department of Education.

20. National Center for Education Statistics. (2001). The Nation’s Report Card, Mathematics 2000. Washington, D.C.: U.S. Department of Education.

21. National Center for Education Statistics (1999). Third International Mathematics and Science Study (TIMSS). Washington, D.C.: U.S. Department of Education.

22. National Center for Education Statistics. (2001). English Literacy and Language Minorities in the United States. Washington, D.C.: U.S. Department of Education.

23. Congress is in the process of discussing the requirements for highly qualified special education teachers as part of the Individuals with Disabilities Education Act (IDEA) reauthorization, expected to be completed this year.

24. Fuchs, L.S., Fuchs, D., Hamlett, C.L., Phillips, N.B. and Bentz, J. (1994). Class-wide curriculum-based measurement: Helping general educators meet the challenge of student diversity. Exceptional Children, 60, 518-537.

www2.edtrust.org/EdTrust/Product+Catalog/test+browse.htm.

12. National Reading Panel. (2000). Report of the National Reading Panel—Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction. Washington, D.C.: National Institute of Child Health and Human Development.

13. National Center for Educational Evidence. (2003). Identifying and Implementing Educational Practices Supported by Rigorous Evidence: A User-Friendly Guide. To order the guide by mail, write to ED Pubs, Education Publications Center, U.S. Department of Education, P.O. Box 1398, Jessup, Md. 20794-1398. To download this user-friendly guide, visit www.ed.gov/rschstat/research/pubs/rigorousevid/guide_ pg3.html.

14. Devoe, J.F., Peter, K., Ruddy, S.A., Miller, A.K., Planty, M., Snyder, T.D. and Rand, M.R. (2003).Indicators of School Crime and Safety: 2003 (NCES 2004-009/NCJ 201257). Washington, D.C.: U.S. Departments of Education and Justice.

15. Snow, C.E., Burns, S.M. and Griffin, P. (Eds.). (1998). Preventing Reading Difficulties inYoung Children. Washington, D.C.: National Academy Press.

16. National Center for Education Statistics. (2002). The Nations Report Card: Reading 2001. Washington, D.C.: U.S. Department of Education.

17. The Teaching Commission. (2004). Teaching at Risk: A Call to Action. Available at www.theteachingcommission.org/publications/FINAL_Report.pdf.

18. National Center for Education Statistics. (2003). The Condition of Education 2003 (NCES 2003-067). Washington, D.C.: U.S. Department of Education.

19. National Center for Education Statistics. (2004). The Nation’s Report Card, Mathematics Highlights 2003. Washington, D.C.: U.S. Department of Education.

20. National Center for Education Statistics. (2001). The Nation’s Report Card, Mathematics 2000. Washington, D.C.: U.S. Department of Education.

21. National Center for Education Statistics (1999). Third International Mathematics and Science Study (TIMSS). Washington, D.C.: U.S. Department of Education.

22. National Center for Education Statistics. (2001). English Literacy and Language Minorities in the United States. Washington, D.C.: U.S. Department of Education.

23. Congress is in the process of discussing the requirements for highly qualified special education teachers as part of the Individuals with Disabilities Education Act (IDEA) reauthorization, expected to be completed this year.

24. Fuchs, L.S., Fuchs, D., Hamlett, C.L., Phillips, N.B. and Bentz, J. (1994). Class-wide curriculum-based measurement: Helping general educators meet the challenge of student diversity. Exceptional Children, 60, 518-537.

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