America's "failing" schools : how parents and teachers can cope with No Child Left Behind

In America's ""Failing"" Schools, W. James Popham provides parents and teachers explanations of No Child Left Behind as a whole, walking them through the implications for standardized testing in particular, in language that is uncomplicated and straightforward. Popham offers definitions of the law and its key terms, explanations of what it really means when a school is labeled ""failing,"" and concrete suggestions for what can be done in response In 2004, millions of parents and teachers across the United States will receive report cards in the mail alerting them that their local schools have "failed." For many Americans, this will be the first introduction to President Bush's controversial No Child Left Behind legislation, which calls for expanded student testing, more stringent accountability requirements, and annual school-focused report cards at the state, district, and school levels. The legislation ties substantial federal funds for disadvantaged students -- which many schools have already been receiving for almost four decades -- to performance requirements dictated by the new legislation. But will these report cards be accurate? In America's "Failing" Schools, W. James Popham provides parents and teachers with explanations of No Child Left Behind as a whole, walking them through the implications for standardized testing in particular, in uncomplicated and straightforward language. Popham offers definitions of the law and its key terms, explanations of what it really means when a school is labeled "failing," and concrete suggestions for what can be done in response. Because parents with children in failing schools will have the heretofore rare option of transferring their children to other, non-failing schools, they will need to understand why a "failing" school may actually still be a good school. Similarly, the teachers and administrators at both failing and passing schools need to know whether their schools' labels were truly deserved and how to bring about the changes required by the new legislation. Whether parent, teacher, administrator, or involved citizen, anyone concerned with the state of education in the U.S. will want to read America's "Failing" Schools 'No Child Left' Behind, signed into law by President Bush in January 2002, is the most significant education legislation in decades. It calls for substantially expanded student testing, more stringent accountability requirements, and annual school-focused report cards at the state, district, and school levels. Despite the fact that it affects schooling at every possible level, few people understand its implications or reach. In America's 'Failing' Schools, Popham sets the record straight for teachers, students, and parents alike. In clear, accessible language the book explains the relevant Popham walks teachers and parents through the No Child Left Behind Act as a whole program, including the implications for standardized testing, definitions of the law and its key terms, explanations of what it really means when a school is labeled "failing," and concrete suggestions for what can be done in response. His major contention is that a "failing" school may still be a good school -- without warrant that parents should transfer their children to another non-failing school -- entirely due to the strict and harsh labels applied by legislation The No Child Left Behind Act A major education law's testing requirements Adequate Yearly Progress (AYP) : little letters-big impact Report cards-and sanctions Educational tests : the heart of the matter Some nuts and bolts of educational testing Measuring temperature with a tablespoon Today's standards-based tests Instructionally supportive accountability tests Evaluating schools The evidence needed to evaluate schools Student affect Determining a particular school's quality Conclusion : what to do now? The most important sections of NCLB that bear on the determination of failing schools are those parts of the law referring to accountability and assessment. W. James Popham. Includes Bibliographical References (p. 153-156).