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Essay / Research Paper Abstract
A 4 page paper which examines whether or not No child Left Behind Act and Partnership for Reading are effective in the subject of reading/literacy. Bibliography lists 3 sources.
Page Count:
4 pages (~225 words per page)
File: JR7_RAeffed.rtf
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Unformatted sample text from the term paper:
Child Left Behind Act is one of those efforts. It is an act, like any act perhaps, that has its advocates and opponents. Another program is the Partnership for Reading.
This is not a program that necessarily has many opponents, if any, for it only seeks to improve reading skills whereas the No Child Left Behind Act affects all schools,
all children, and all administrators and teachers, lumping all into one category under particular requirements concerning funding. The following paper discusses these two programs and illustrates whether or not they
are effective as it relates to the subject of reading/literacy. Effective?: No Child Left Behind and Partnership for Reading In
looking at the No Child Left Behind Act and the Partnership for Reading the task is to discover whether there are adequate assessment models which can determine how successful these
programs are in the realm of literacy. Before examining these programs, however, it is important to note their proposed functions and focus. One author notes the following in relationship to
the No Child Left Behind Act: "N.C.L.B. is a program that aims to standardize education across the country. This involves everything from teaching small children to read to invoking more
standardized testing in high schools" (Frampton, 2006). In relationship to the Partnership for Reading, the website indicates its goals by stating, "The Partnerships mission is to disseminate evidence-based research...to
use evidence-based research as the basis for making decisions about reading instruction" (National Institute for Literacy, 2006). In essence, the Partnership for Reading is a program designed to locate and
assess research which will enable educators and legislators to make better decisions concerning policies and such in the field of education. It is not a policy that requires schools to
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