Addressing Barriers to Learning and Closing the Achievement Gap

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Addressing Barriers to Learning and 
Closing the Achievement Gap:
New Directions since Student Support
We all recognize the pressing want arising from the demands made by the No Child Left Behind Act.
Many schools are core designated as low performing.
Increasing responsibility demands require demonstrating progress for students who are "economically disadvantaged, from racial and ethnological minority groups, have disabilities, or consider limited English proficiency."
All schools decree be evaluated on criteria designed to become identical sites that are "persistently dangerous."
With increasing accountableness for student outcomes and dwindling budgets, it is essential to rethink use of existing acquisition of knowledge support resources to maximize a exercise's capability for addressing barriers to student learning and teaching.
Beyond the Learning Gap
Americans increasingly are observant of this learning gap and are seeking ways to suit it. The international comparisons grab the make a ~ to-page headlines, and officials try to collect recommendations from how one country performs compared with the performance of another. Policymakers carefully study, parade by state, scores on the ~ly recent National Assessment of Educational Progress, to the degree that if one could divine a strategy, from the scores, for improving execution. Scores of all local schools are printed in the gazette, and school boards and parents ventilate why students in some schools mark much lower than others.
As material as it is to know in what manner well students are learning, examinations of performance scores alone can never reveal for what reason the scores might be improved. We also need information on the classroom processes -- without interrupti~ teaching -- that are contributing to the scores. Unfortunately, ~ people policymakers have ignored this fact, formation decisions about the future of instruction without even the most rudimentary complaint about what is happening in classrooms. In 1995, faced with low reading and mathematics performance forward the National Assessment of...

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