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Essay / Research Paper Abstract
A 6 page paper. The NCLB law requires schools to meet annual yearly progress criteria. This paper compares and contrasts how two New York and Maryland determine the criteria for Annual Yearly Progress and what the criteria are in each state. Bibliography lists 5 sources.
Page Count:
6 pages (~225 words per page)
File: ME12_PG699199.doc
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Unformatted sample text from the term paper:
the 2007-2008 school year. Half had missed their targets for two or more years, an event that leads to federal sanctions with school being labeled "in need of improvement". Failure
in a third year results in students being offered a transfer to another school. Five years of failure leads to the closure of the school, replacement of the principal and
staff (Hoff, 2009). The law requires adequate yearly progress (AYP) in ELA, reading and mathematics in grades 3-8 and in ELA, language arts, math, and science in secondary schools. Targets
are determined for total school populations as well as subgroups. AYP goals are established by each state but the law requires 100 percent of students reach those targets by the
2013-2014 school year (Hoff, 2009). In Maryland, 93 schools were in their fifth year of the needing improvement status. The state superintendent is working with district superintendents to close these
schools and reopen with new staff (Hoff, 2009). Other states are in the same position. Obviously, strong and bold measures must be taken to improve these schools.
Introduction This paper compares and contrasts how two states determine the criteria for Annual Yearly Progress, which is a major component of the No Child Left Behind law. The states
are Maryland and New York. The purpose is to demonstrate that it is possible to adhere to a law while using different methods to do so. One question that
might be asked is: Is one method better than another? This would follow with a hypothesis: There is no single best method to use when determining annual yearly progress criteria
but there might be easier or less complex procedures. Maryland Maryland began by setting Annual Measurable Objectives (AMO) for all students and the subgroups identified in NCLB. These
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