Guided Response: Review several of your classmates’ posts and compare the drop-out rate in your stat

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Guided Response: Review several of your classmates’ posts and compare the drop-out rate in your state to that of their states. Reflect on the existing No Child Left Behind Act and how it may affect the drop-out rates of ELLs, Discuss what you believe accounts for the difference in drop-out rates between your state and your classmates’ states. Respond to at least two of your classmates and provide recommendations to extend their thinking.

 

According to Terry Piper (2015), was a government-mandated reform that introduced standards-based education and required states to develop and administer assessment measures for basic skills at select grade levels. The act was to focus on improving the academics for children who are of disadvantaged, which includes English language learners. This affects English language learners because their ability to fully participate in society or succeed in school and state assessments requires them to speak, read, write, or understand English. The law states that all students must be proficient in reading and math by 2014, which means English language learners, must be proficient in those subjects (Hefling, 2012).

From 1990-2013, the status dropout rate in the United States has decreased from 12 percent, to 7 (NCES, n.d.). A significant decrease in dropout declined after the year 2000. In Guam, the dropout rate has decreased from 7.2 percent to 5.3 percent from school year 2007 to 2012 (DOE, 2012). If the waiver takes place it will allow the schools to set new targets for improving achievement among all students and focus on helping those who perform the worst (Hefling, 2012). This will help those who struggle to pass English assessments on Guam. A lot of people have migrated from Guam to the Micronesian islands. Their languages are fluent and with the waiver in effect it will seek to help them learn to speak, read, write and understand English. The changes to No Child Left behind Act will not affect ELL, but will help provide them other areas of performance.

Reference

DOE. (2012, October 30). Department of education : annual state of public education report. Retrieved from, http://www.guamschools.com/GDOE/GDOE_Annual_Report.pdf

Hefling, K. (2012, February 10). A guide to no child left behind. The Salt Lake Tribune. Retrieved from, http://www.sltrib.com/sltrib/world/53489495-68/states-law-schools-education.html.csp

NCES. (n.d.). Fast facts: dropout rates. Retrieved from, https://nces.ed.gov/fastfacts/display.asp?id=16

Piper, T. (2015). Language, learning, and culture: English language learning in today’s schools. San Diego, CA: Bridgepoint Education, Inc.

 

 

    • Posted: 4 years ago
    • Due: 23/11/2015
    • Budget: $3
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