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Indianapolis District Streamlines NCLB Tutoring

It's one thing for struggling schools to provide free tutoring services to low-income students under the No Child Left Behind law. Ensuring that students have the resources to take advantage of the opportunities is another matter.

Stretching the Digital Canvas

The Five-Year Anniversary: Nina Rees Assesses NCLB

Five years have passed since President Bush enacted the No Child Left Behind law, and while progress is being made towards achieving its goals, the jury is still out on how it might be reauthorized and implemented in the coming years.

The Gift of Music

Success at a Steady Pace

Port Chester Middle School is no overnight sensation. With deliberate and carefully executed steps over the past eight years, it has become a nationally celebrated model for improving learning among disadvantaged students.

The Book of JavaScript: A Practical Guide to Interactive Web Pages, 2nd ed.

Problem: In 2002 Rhode Island's North Kingston High School (NKHS) was rated low performing due to at-risk student scores on the New Standards Reference Exam (NSRE). NKHS failed to meet one of the twenty-one performance criteria required under NCLB.

Solution: The NKHS guidance department data results and a review by the language arts and math departments determined that at-risk students were not receiving access to curricula needed for the NSRE.

An examination of existing research indicates that an increase in classroom thinking may improve student mathematics achievement. The 1999 TIMSS (Trends in International Mathematics and Science Study) found cognitive demand to be a key difference between mathematics instruction in the countries posting higher scores. The American Educational Research Association (AERA) explains in its fall 2006 Research Points that two types of cognitive demand are associated with student performance on achievement tests. The first has to do with the number and kind of mathematics courses taken.

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