The guidelines of the law :: essays papers

The guidelines of the lawThere are many different guidelines of this law that for each one state and take systems have to follow. The first of many is to hold states, indoctrinate systems, and individual schools accountable for their test scores. It sets a new standard for measuring stick achievement and has real consequences for schools that fail to make progress over epoch (Heath, 2002-2004, para. 2). Each state will have to implement school exam and report their finding back to the government. The government will then get away out the results from the tests. The government is very lenient on how the states set up their plans for improving their schools. School systems are allowed to build off their programs already in use. The government allows the use of systems that are already in place only when it also states to send them their plans for improvement. If school systems fail to send in a report and a plan for change to the Department of Education, the government piece of tail take away their Title 1 funding (Hombo, 2003). The purpose of retention schools accountable for test scores is to show the teacher, parents, and other staff members what the school needs to work on improving. This will help to limit teachers evanescent children who are non up to the proper grade level because the individual feels bad for the child because of his or hers living situation, (Sclafani, 2002-2003).The tests will be presumptuousness to every student from grade four through grade eight. The matter Assessment of Education Progress administers the test every two years. NAEP has a new role to act as a serious watchword tool in evaluating results of state assessments, and in providing a common floor for comparison between states (Hombo, 2003, p.4). This goes back to states being held accountable for their students test scores. States that do not ascertain the proper federal funding do not have to develop or implement the test (Boehner, 2001-2002).The No kid L eft Behind legislation focuses on improving students reading levels, particularly in the elementary years. Only 32% of fourth graders are near readers who read at a fourth grade level,(Heath, 2002-2004, para. 3). If school systems receive the money, they can then in turn apply for the Reading foremost Grants. These grants are used to pay for classroom reading instructions. They have to be used with programs that have been researched and are proven to work.