Poplar School District Education Report Fall 2012.

Poplar School DistrictEducation Report

Fall 2012

Poplar School District

Historical Perspective

United States Constitution

Tenth Amendment

The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the states respectively, or to the people.



In the United States freedom of education is not explicitly granted by the constitution;

but has been found to be part of the “liberty of citizens of the United States”, which the Constitution protects, in several Supreme Court decisions,

e.g. Meyer v. Nebraska (1923), Pierce v. Society of Sisters (1925) and Wisconsin v. Yoder (1972)



Two Major Events Changed Educational Groundwork

December 7, 1941 – Pearl Harbor – Led the nation to a realization of a global connection and then a push after the war for educational opportunities strengthening the American college and university system.

October 5, 1957 – Successful launching of the Soviet space craft, Sputnik.



1958

NDEA – National Defense Education Act

Primarily instituted to stimulate the advancement of education in science, mathematics and modern foreign languages.



1965

ESEA – Elementary and Secondary Education Act

Extensive allocation of funds for primary and secondary education for professional development, instructional materials, resources to support educational programs, and parental involvement promotion. A five year act that has continually been re-authorized.



1982

Blue Ribbon Schools Program

A school recognition program that assesses strengths and weaknesses in schools that then put forth a plan for improvement towards achieving National Education Goals.



1983

A Nation At Risk – National Commission on Excellence in Education

Our nation is at risk … the educational foundations of our society are presently being eroded by a rising tide of mediocrity that threatens our very future as a Nation and a people … If an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today, we might well have viewed it as an act of war.



1983 A Nation At Risk

• 23 million adults were functionally illiterate

• 13 percent of 17-year olds were functionally illiterate

• 40 percent of minority children were functionally illiterate

• Only 30 percent of high school students could solve multi-step mathematics problems

• Only 20 percent of high school students could write a persuasive essay




In American High Schools

• Grades have risen as academic achievement has declined

• Secondary school education has been homogenized, diluted, and diffused to the point that it has no central purpose… “We have a cafeteria-style curriculum in which appetizers and desserts can be easily mistaken for the main course”




Recommendations

• Strengthen high school graduation requirements for all students

• Adopt higher, measurable standards of academic performance

• Increase time devoted to learning

• Raise standards for teachers



1988

NAEP – National Assessment of Educational Progress

Nation’s Report Card – Establishment of a Governing Board to gather statistics on student assessments in reading, mathematics, science, writing, US history, civics, geography, and the arts.

Poplar School DistrictHistorical Perspective

1994

IASA – Improving America’s Schools Act

• Title 1 program providing extra help to disadvantaged students and holding schools accountable for their results

• Charter schools

• Safe and drug-free schools

• Eisenhower professional development

• Increased funding for bilingual and immigrant education

• Educational Technology


2000 – Kort Task Force of the Hoover Institute of Stanford University follow up report on A Nation At Risk

Since the National Commission published A Nation At Risk, nearly two generations of students passed through US schools.

Real per pupil spending has risen by 50 percent.

Twenty years of entering first graders – about 80 million children – have walked into school where they have scant chance of learning much more than the youngsters in 1983.



2000 – Kort Task Force

• Education outcomes have not improved since 1970

• Achievement gaps have not narrowed. Problems that affect disadvantaged children have not been addressed.

• Higher-quality teachers are key to improving schools. The appropriate gauge of teacher quality is classroom effectiveness.

• Standards-based reforms have not achieved their potential

• Choice based reforms have not been given a fair test.

• Elementary and middle schools need to be reformed

• Americans need timely, accurate information about student performance.



2001NCLB – No Child Left Behind Act (Reauthorization of the ESEA)

• Accountability

– Clear Goals

– Accurate Measures

– Consequences

• School Choice

• Transparency


2001 - NCLB• Accountability – Children, teachers, schools and school districts need to know what they must produce, how progress will be measured, and what will happen if they do not attain the desired results.

– Clear Goals – Every state needs to adopt challenging academic standards and curricular guidelines, subject by subject, and grade by grade.

– Accurate Measures – Every state needs to use tests and assessments that accurately measure the performance of children, schools and school systems in relation to its standards.

– Consequences – Every state needs to develop an accountability system in which the consequences fall on responsible adults. Success should be rewarded. Failing schools should be closed, reconstituted, or taken over.



2001 – NCLB

• School Choice – Parents, not bureaucrats, should make decisions about the education of their children.

• Transparency – Information systems need to provide full transparency in public education



2001 – NCLB

No Child Left Behind requires schools to teach all children to proficiency in reading, math and science by 2014. The key requirements of the law – annual proficiency tests in grades 3-8, highly qualified teachers in every classroom, research-based instruction, increased parental rights, public school choice, and state, district and school report cards – are strategies to accomplish this goal.

Poplar School DistrictAMO – Annual Measurable Objectives

AYP – Adequate Yearly Progress

HQT – Highly Qualified Teachers

Other AcronymsFAPE – Free and Appropriate Public Education

IDEA – Individuals with Disabilities Education Act

FERPA – Family Educational Rights and Privacy Act

Poplar School DistrictAYP Designations - Meaning of Dis-aggregations

Adequate Yearly ProgressWatch ListIn Need of Improvement

Year OneYear TwoYear ThreeYear FourYear Five

In Need of Improvement – HoldHigh Achieving – GrowthHigh Achieving – StatusExemplary

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Poplar School District Education Report Fall 2012.

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