Research On Education | Special Education

1. Introduction

The Education system in the United States has undergone several changes over the past years. Some of the policies passed centered on the want to increase transparency in the education system, other people focused on standardization of tests whilst other people aimed at improving the performance disparities between various categories of students. This research will focus on closing achievement gaps on standardized tests. There are a lot of techniques of achieving this, nonetheless, this study will concentrate on horizontal and vertically integrated curriculums, benchmark testing, power objectives, learning communities and differentiated instruction. These techniques will dwell on students in grades 3 to twelve. (Ainsworth, 2003)

2. Background to the study

The investigation is based on a policy known as the No Child Left Behind (NCLB) Act. This policy was passed in the year 2002 whilst focusing on a number of key objectives. They included enhancing parental options in education, growing accountability in schools especially with regard to education and redirecting resources in education to proven techniques.

Accountability was a key objective set out in the NCLB policy. This blueprint was to be achieved through yearly state objectives in three realms

Graduation rates for high schools
Attendance rates in junior high school and in elementary school
Language arts/ reading and math

The law required all school districts, public campuses and the state to adhere to these objectives and they known as this yardstick the Adequate Yearly Progress (AYP).

The Adequate Yearly Progress forms the basis for determining whether states, school campuses or school districts have adhered to the policy. Those schools that perform below par will be subject to financial sanctions. For instance, if a school was receiving funding under title 1 but they register poor AYP performance for two years on end, then that school is liable to punishment. They may well be required to provide supplemental services, take other corrective measures or give school selection. By giving such sanctions, schools ought to be motivated to improve their performance levels. (Texas Education Agency, 2008)

Another measure that is similar to the AYP test is the Reading Proficiency Tests in English (RPTE). This test mostly focuses on non-natives or second language learners. The tests are a measure of the growth in language proficiency for the above mentioned students. RPTE?s are supposed to be combined with Spanish Texas Assessment Understanding and Skills (TAKS) tests or with English TAKS. Students who are categorized as Limited English Proficient students are needed to pass these tests as long as they fall within grades 3 to twelve. A student will have passed the tests after achieving a rating of ?advanced?.

Besides the latter approach, the state also established as a system that measures the progress made by schools, school districts, the state and student subgroups on an annual basis. Their progress is measured against performance targets. The system is recognized as the Annually Measurable Objectives (AMO). Similarly, there is the Texas Assessment of Academic Abilities (TAAS). The purpose of the latter parameter is to assess proficiency in mathematics, writing and reading at the end of high school. (Ainsworth, 2003)

Because the NCLB, policy was passed to lessen the achievement gap between distinct categories of students, then it is needed to establish some indicates of measuring it. Achievement gaps are determined by the differences in graduation rates and test scores between specific categories of students. The groups are largely determined by level of family income, ethnic or racial background, English proficiency and disability. Statistics indicate that these factors largely establish the nature of performance and must for that reason be considered in the measurement process.

The Texas Assessment of Knowledge and Abilities (TAKS) policy is relevant to the study due to the fact it is concerned with curriculum matters. The policy was mandated nine years ago and was implemented in 2002. Its purpose is to assess the curriculum status within the state. The main emphasis is on the nature of reading between Grades 3 and nine. TAKS also assess students in English language arts in those grades and writing in grades four and seven.

Nonetheless, the latter mentioned test may not be suitable for all students in the school environment. Consequently, the federal state came up with the State Developed Alternative Assessment (SDAA). This test focuses on students between the third and eighth grades receiving special education. Such youngsters obtain instructions under TAKS but accountability is reinforced by way of SDAA. (Texas Education Agency, 2008)

Any study focusing on changes in education in the US must mention the professional learning community. This is a group of teaching staff and administrators within the field of education who teamed up in order to demonstrate their commitment to studying. Professional understanding communities make decisions about studying, review and visit classrooms and they collaborate with one yet another although working and learning. The overall result of such an effort is that teachers no longer operate in isolation. It also makes them far more informed and committed to student academic gains. Professional studying communities can be regarded as an organizational arrangement. The approach can be seen as a technique for improving and creating change within schools since it empowers school staff. It is also a platform for instructing change within schools. (Texas Education Agency, 2001)

Because the Adequate Yearly Progress blue print requires assessment of graduation rates, it is necessary to understand and compute drop out rates. Drop out rates can be divided into 3 significant categories. The initial 1 amongst them is status drop out rate. The latter is calculated cumulatively and indicates all the number of students who dropped out of school. The second category is known as the cohort drop out rate. The latter parameter is an annual indicator of the total number of students who dropped out. Lastly, drop out rates can also be indicated via the event dropout rate. This parameter utilizes the October Present Population Survey. It indicates the number of students who dropped from school in twelve months starting from the month of October.

The credit recovery rate is also an essential aspect of the study. It might be defined as a program created to assist students in their final years (second half) in high school to graduate. It is known as credit recovery due to the fact it mostly focuses on high school credit requirements. Other issues that will obtain some emphasis in the study contain at ? risk ? students, case study analysis and the Successful Understanding programs.

An additional program similar to the Professional Studying community is the Advanced Placement Program. This is a program applicable to colleges, universities and high schools. Its main purpose it to give high school students an chance to do some courses in college. It need to be noted that students who can benefit from this program need to be extremely motivated. There is a provision for earning college level points although still being in high school. Eleven and twelve graders are eligible for the program.

3. Scope and delimitation of the study

This will encompass differential instruction by way of the use of vertical and horizontal curriculum alignment. Additionally, the issue of professional learning communities will be revisited. This study will also cover the adequate yearly progress reports and the Texas Assessment of Understanding and Skills tests, public and district charter schools grades between grads three by means of to twelve. The study will particularly examine the success of the Texas state and Texas schools. These will be analyzed with national data related to the implementation of the No Child Left Behind Policy. The success rates of these entities will be examined using High school drop out rates, C-Scope delimitation of the study, information from the Texas Education Agency and through local district data. It really should be noted that the Texas Assessment of Knowledge and Skills tests will end in the year 2012, instead, they will be required to take end year exams. This implies that the outcomes might have a negative impact on the nature of studying and instruction within the state. Additionally, it could impact the outcomes of those student?s performances.? (Texas Education Agency, 2008)

4. Significance of study

The study?s significant focus is on improving achievement gaps on standardized tests. This study will develop a model applicable in charter and public schools. Not only will the study accomplish this, but it will produce a change in the field of education. Through this study, poorly performing schools will get a opportunity to enhance based on the Adequate Yearly Progress. Additionally, well performing schools will get a chance to maintain their excellent records. Besides these, the study will also boost high school completion rates in blue ribbon schools via the model.

5. Conceptual framework

Marzano, 2003 Newman, 2007 English &amp Steffy, 2001 and Schmoker, 2006 conducted analysis on standardized tests. They all came to the conclusion that the tests improve student performance. They established that students are likely to do well in high stakes exams. Marzano (2003) asserted that a guaranteed curriculum severely affects students? achievement. He came up with this conclusion after collecting data over a period of thirty-five years. English and Steffy (2001) asserted that when the curriculum, assessment and instruction are aligned, then students are likely to register high achievements. They drew these conclusions from a twenty-year lengthy study conducted in the country. Newman (2007) asserts that standards should guide the curriculum in order to enhance performance. Similarly, Schmoker (2006) asserts that viable curriculums are a prerequisite to school improvements.

The study will involve an analysis of CSOPE (2007) and the curriculum based TEKS (2001) and TAKS 2008 in relation to five categories of students White, African American, Hispanics, all students and the economically disadvantages.

Reference:

Ainsworth, L. (2003). Power standards: Identifying the standards that matter the most. Englewood, CO: Advanced Studying Press.

CSCOPE (2007). Targeted success with high quality curriculum. Retrieved from http://www.cscope.us/ accessed on 4th July 2008

English, F. &amp Steffy, B. (2001). Deep curriculum alignment: Creating a level playing field for all children on high-stakes tests of educational accountability. Lanham, MD: Rowman &amp Littlefield Education

Marzano, R. J. (2003). What works in schools: Translating analysis into action. Alexandria, VA: Association for Supervision and Curriculum Development

Newman, F. M. (2007). Improving achievement for all students: The meaning of staff shared understanding and commitment. In Hawley.W &amp Rollie, D. (Eds.), The keys to efficient schools: Educational reform as continuous improvement (pp. 33-49). Thousand Oaks, CA: Corwin Press.

Schmoker, M. (2006). Outcomes now: How we can attain unprecedented improvements in teaching and learning. Alexandria, VA: Association for Supervision and Curriculum Development.

Texas Education Agency (2008). Texas assessment of understanding and skills (TAKS). Retrieved from http://www.tea.state.tx.us/student.assessment/ accessed on 4th July 2008

Texas Education Agency (2001). Texas crucial understanding and abilities (TEKS). Retrieved from from http://www.tea.state.tx.us/teks/index.html accessed on 4th July 2008

Source: http://www.belcampus.org/research-on-education.html

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