564 Search Results for Mathematics in Special Education

NO CHILD LEFT BEHIND (NCLB) Term Paper

The belief that the achievement of students in the United States schools was falling behind other countries led politicians in the 1970s to instigate a minimum competency testing movement to reform our schools. States began to rely on tests of basi Continue Reading...

Reduction of the High School Thesis

Moseley, chair of the Coalition advisory board and president and CEO of the Academy for Educational Development. "It is not a luxury that can be addressed at some point in the future, but rather it provides people with the tools to survive and impro Continue Reading...

School System Places the Right Essay

Here, the information processing theory applies to the manner in which the board induces a multilayered engagement of the subject matter. The correlation of conceptual and practical application with a visual presentation conforms to the information Continue Reading...

No Child Left Behind Act Term Paper

These authors note that the obstacles for ELL students are particularly challenging, given that they include both educational and technical issues. These challenges include the following: Historically low ELL performance and very slow improvement. Continue Reading...

No Child Left Behind - Term Paper

For Bush, the "formation and refining of policy proposals" (Kingdon's second process stream in policymaking) came to fruition when he got elected, and began talking to legislators about making educators and schools accountable. Bush gave a little, Continue Reading...

No Child Left Behind -- Research Paper

Growth models are more reliable in NCLB research because: a) status models depend on data that is "vertically scaled" (measuring from one grade to the next); b) status models can be linked to "individual students or schools over time"; and c) statu Continue Reading...

ESL Children There Are Often Term Paper

The LDDI results were rated separately and were compared with an inter-rater reliability of.99. Results were categorized independently and were then categorizations in three areas were compared: positively identified, not identified, and questionabl Continue Reading...