Chilren In Poverty Are Already Behinde When Start School All Students Have The Opportunity To Learn And To Achieve High Standards

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All Students Have The Opportunity To Learn And To Achieve High Standards

Title I of the Elementary and Secondary Education Act provides federal aid to schools to meet the educational needs of disadvantaged students. Congress made significant changes to the program by shifting from a focus on reform to higher standards and accountability for excellence. For the first time, the law specified requirements for all English-proficient students to be limited in Title One programs, tests, and response systems. California is a key state in terms of Title I reform because it receives more Title I funding than any other state. Twenty-two percent of California’s children fall below the federal poverty line, and the success of its students—particularly poor—African-American, and Latino students, lags behind the rest of the country.

California is one of the most complicated states in the country because of the administrative system. the management of the management of the management of the management of the management of the people.

However, California counties have seen an increase in new investments in the past few years. The government plans to raise more funds for education. Only 19% of California fourth graders were proficient on the National Assessment of Educational Progress (NAEP) in reading, and among poor students only 8% are Black, 7% are Hispanic, and 6% are free/reduced. . Students eligible for the lunch fee were at or above proficiency. One in three of his 9th graders failed to graduate high school after four years. Black and Latino student numbers are higher; 44% of Black and 45% of Hispanic ninth graders failed to graduate on time, or not at all.

By fifth grade, only 8% of English language learners were above the national average in reading. In math, 51% of all English speaking 8th graders met or exceeded the national average compared to 15% of ELLs (English Language Learners).

Research has found that third graders who enrolled in minority classes did slightly better than those who did not and that the gains were found across all socioeconomic groups. There has been criticism of the program, however, because the program encouraged the hiring of additional teachers in California, many of whom were unskilled or inexperienced. Proponents of English-only education claim that ELL students benefit in some school districts and policies while proponents of bilingual education insist that the gains are due to smaller class sizes and greater accountability.

School districts and individual schools are required by federal law to provide assessment and accountability data that demonstrate that students receiving special education are learning the district’s core curriculum. State law also requires the district to have annual evaluation results that show that each participating school is implementing appropriate programs based on the standards set by the governing body.

The government suggests that the standards for adopting ELLs and former ELLs and immigrant students in higher education should be the same as those required for regular students. ELLS are expected to receive English language development until they are designated as proficient in English. In addition, all students will continue to take the Stanford test in the appropriate science to enroll in the grade. Every student has to take the high school exit exam in the 10th grade and can take the exam in every subsequent administration, until every stage is passed.

In addition to taking a standardized test in English, ELLs who enroll in California public schools within the next 12 months must also take a test in their first language if available. The CDE (California Department of Education) guidelines also state that, if possible, assessment of subjects such as math, science, social science, health, and other subjects necessary for grade improvement should be provided to ELLs in this language. who can better demonstrate their knowledge of the subject.

For their local practices, districts are encouraged to use multiple strategies in reading/language arts and math for all students. The United States Department of Education has notified CDE that the state’s assessment program may not be in compliance with Title I’s final assessment requirements. Key requirements in federal law that must be followed by California education officials include uniform policies across the state to ensure that all students are included in assessments, disaggregating test results by major racial and ethnic groups and immigration, and complying with Title I requirements. . using multiple dimensions. Growth goals are set for each major and the entire school. Schools that meet or exceed these expectations are eligible for monetary and non-monetary awards. Schools that continue to fall below target or do not show significant growth may be subject to public measures or subsequent government takeover.

CDE says it is working to integrate state and federal requirements into a single, statewide accountability system. Title I schools will be recognized for program improvement when they fail to make adequate annual progress for two consecutive years. Despite recent progress, California still has a long way to go to meet federal requirements. The government must not:

– to show that the national tests are in line with the government’s activities and the way it works. This is important because California has chosen to use multiple choice tests across the country as a major part of its new school accountability program.

– establish valid and reliable measures of student performance. Current international standards for determining adequate annual progress are based solely on school achievement and do not include the range of measures of student performance required by Title One.

– provide appropriate inclusion of ELLs in the assessment and accountability program. Currently, ELLs are tested primarily in English even though state law requires that students be tested in a language that can provide accurate and reliable information about their skills and knowledge.

– providing resources, capacity building, and other support to schools and governments to ensure that all students have the opportunity to learn and meet high standards. In particular, changes in class size reduction have left many children in high-poverty schools without well-qualified teachers or adequate learning spaces.

There is reason to doubt whether the corrections and corrections required to comply with federal law can be made in time to meet the statutory deadlines. State and federal education officials are being challenged to develop a follow-up plan and implement the California plan that will fulfill the promise that all students will benefit from the policy change.

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