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"Elementary Secondary Education"
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Waivering as Governance: Federalism During the Obama Administration
This article analyzes how the Obama administration used executive power-to grant waivers from federal education policies and assesses whether they used this power differently than previous administrations and in other sectors (e.g., health or welfare). The executive use of waivers to shape state policy is not a new trend. However, we find that recent education waivers differ in purpose and specificity from past education waivers, as well as waivers in other social policy arenas, and that the Obama administration is using this executive power to further its policy objectives in ways that often circumvent congressional intent. As the executive branch continues to utilize waivers as a policy lever, this research has important implications for the future of federal involvement in educational policy and provides critical background for Congress's reaction to waivers in the recently reauthorized Elementary and Secondary Education Act.
Journal Article
Fully Accounting for English Learner Performance: A Key Issue in ESEA Reauthorization
This article presents a set of recommendations that promote a more nuanced, meaningful accountability policy for English learners in the next authorization of the Elementary and Secondary Education Act. The authors argue that the ESEA reauthorization must strengthen the law's capacity-building purpose so that federal, state, and local leaders support continued attention, direction, and innovation in effectively educating ELs. The recommendations put forth in this article focus on monitoring both current and former ELs, establishing time frames for the attainment of English language proficiency, and setting expectations for academic achievement that are reflective of English language proficiency level and time in the state's school system.
Journal Article
Spelling for life : uncovering the simplicity and science of spelling
\"There is a common misconception in educational circles that spelling and mathematics are opposites. A familiar cry of the struggling speller, \"I can't spell because I have a maths brain.\"Actually spelling is mathematical. Spelling is the manipulation of symbols according to agreed-upon patterns that produce predictable results.Spelling errors also fall into sets of predictable patterns.Success in spelling is not a product of intelligence. Many people struggle to spell due to coping strategies developed in place of explicit instruction.Often students who can read and express themselves competently nevertheless find spelling difficult.False assumptions about spelling, such as believing the English language is complex and/or irregular, damage confidence and lead to reluctance to even attempt to spell correctly.In Spelling For Life, teachers and studentslearn what the common spelling coping strategies aregain insights into undoing poor spelling habitswork together to notice patterns not only in regular spelling, but also in words which on the surface seem to break the spelling rulespractise successful spelling strategies, progressing from simple to complex words rapidly and with confidence.Aided by scripts, progressive assessments, unique tools and extensive practice lists, this highly acclaimed overview of spelling succeeds in developing critical thinking and confidence when reading and spelling. It can be used in conjunction with any established phonics program. \"-- Provided by publisher.
Book
The Waive of the Future? School Accountability in the Waiver Era
Forty-two states and the District of Columbia have recently received waivers to the school accountability requirements of the No Child Left Behind Act (NCLB). As the prospects for reauthorizing the Act in the near term are dim, these new accountability systems will be law for at least several years. Drawing on a four-part framework from the measurement literature, we describe and critique the approved waiver accountability plans, comparing them to the NCLB accountability rules. We find a mixed bag—some states have made large improvements and others have not. Overall we conclude that states missed opportunities to design more effective school accountability systems that might minimize negative unintended consequences of these policies. The article concludes with suggestions for state and federal policy in light of the available literature.
Journal Article
Teaching children online : a conversation-based approach
\"What does best practice in online education look like? How can educators make use of the affordances offered by online environments to bring out the best in the children they teach? These questions are answered in this new textbook, written with experienced teachers, novice educators and teacher educators in mind\"-- Provided by publisher.
Book
Language Instruction Educational Programs and Academic Achievement of Latino English Learners: Considerations for States with Changing Demographics
Little research currently examines language instruction educational programs (LIEPs) in states with a more recent growth of the Latino English learner population. To meet this need, the authors examined the content each of the state LIEPs, focusing chiefly on the extent to which the types of language support, as well as the stipulations associated with them, are made explicit. Using US Census data from 1970 and 2009, the authors assessed LIEPs in the context of Latino population patterns and examined the relationship between the degree to which state LIEPs emphasize bilingual education and fourth-grade Latino English learners' achievement patterns in reading, mathematics, and science achievement on the 2009 National Assessment of Educational Progress (NAEP) for all 50 US states and the District of Columbia. Latino English learners in states with a higher proportion of Latinos tend to have higher achievement outcomes when policies emphasize bilingual education, but these states also have a longer history of Latino presence. Implications for high-growth states are discussed.
Journal Article
The Many Faces of Special Education Within RTI Frameworks in the United States and Finland
Response to intervention (RTI) can be considered an everyday practice in many parts of the United States, whereas, in Finland, only recently has a new framework for support in learning taken shape. Choosing Finland as the comparative partner for this policy paper is justified as its educational system has been widely referenced on the basis of good Programme for International Student Assessment (PISA) results. The results of the present comparative article showed first, that the U.S. RTI was primarily intended for diagnosing and preventing learning disabilities whereas the Finnish RTI is mainly an administrative structure for support. Second, the U.S. RTI includes clear definitions regarding the intensity, duration, and content of support provided within each tier whereas the Finnish version contains no explicit guidelines for support. Third, the U.S. RTI assumes no special educational services in the first two tiers, but the Finnish framework includes special educational services from the onset of support. Implications for policy and practice are discussed.
Journal Article