The guidelines of the law :: essays papers

The guidelines of the lawThere are many a(prenominal) incompatible guidelines of this law that each state and school systems have to follow. The first of many is to hold states, school systems, and individual schools accountable for their examen scores. It sets a upstart standard for measuring achievement and has real consequences for schools that fail to make betterment over time (Heath, 2002-2004, para. 2). Each state leave behind have to use school testing and report their finding back to the government. The government result then embark out the results from the tests. The government is very lenient on how the states set up their plans for upward(a) their schools. School systems are allowed to build finish off their programs already in use. The government allows the use of systems that are already in place but 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 go vernment can take away their Title 1 backing (Hombo, 2003). The purpose of holding schools accountable for test scores is to show the teacher, parents, and early(a) staff members what the school needs to work on improving. This will inspection and repair to limit teachers passing children who are not up to the proper roll level because the person feels bad for the child because of his or hers living situation, (Sclafani, 2002-2003).The tests will be given to every(prenominal) student from frame four finished grade eight. The National Assessment of Education Progress administers the test every two years. NAEP has a new role to act as a serious discussion tool in evaluating results of state assessments, and in providing a common base 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 receive the proper federal keep do not have to develop or implement the test (Boehner, 2001-2002). The No Child Left Behind legislation focuses on improving students yarn levels, especially in the elementary years. Only 32% of 4th graders are proficient readers who read at a fourth grade level,(Heath, 2002-2004, para. 3). If school systems receive the money, they can then in turn pass for the Reading First 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.