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Download full textMinnesota Department of Education, 2014
This document describes the Minnesota No Child Left Behind (NCLB) calculation as it relates to measuring Title III districts for Annual Measurable Achievement Objectives (AMAO). In 2012, a new assessment was used to measure language proficiency skills for English Learners. New AMAO targets were created, and new values for determining individual…
Descriptors: Educational Legislation, Federal Legislation, Language Proficiency, Language Skills
Peer reviewedGallagher, H. Alix; Woodworth, Katrina; McCaffrey, Teresa; Park, Christina J.; Wang, Haiwen – Society for Research on Educational Effectiveness, 2014
Improving teacher effectiveness is a key strategy to ensure student readiness for college and careers and to address achievement gaps and persistent low performance. In response to the new Common Core State Standards for English Language Arts (CCSS-ELA) the National Writing Project (NWP) created a professional development (PD) program to support…
Descriptors: Writing Instruction, Faculty Development, Teacher Effectiveness, Common Core State Standards
Achieve, Inc., 2003
In 2002, the Michigan State Board of Education asked the Department of Education to develop grade-by-grade "content expectations" in reading/English language arts and mathematics to provide guidance to local educators and parents and serve as the basis for annual assessments required by the federal No Child Left Behind Act (NCLB) of…
Descriptors: Curriculum Development, Federal Legislation, Language Arts, State Standards
