Becoming Proficient in the Lessons of No Child Left Behind For the last 6 years, I have worked in a school district that fits the description of many school districts in California and other places throughout the country: historically low-performing in terms of test scores, low income working class community, 96% Hispanic, 45% English Language Learners (ELs). Over the ... Article
Article  |   March 01, 2004
Becoming Proficient in the Lessons of No Child Left Behind
Author Affiliations & Notes
  • Barbara Moore-Brown
    Special & Alternative Education, El Rancho Unified School District, Pico Rivera, CA
Article Information
School-Based Settings / Regulatory, Legislative & Advocacy / Articles
Article   |   March 01, 2004
Becoming Proficient in the Lessons of No Child Left Behind
SIG 16 Perspectives on School-Based Issues, March 2004, Vol. 5, 7-10. doi:10.1044/sbi5.1.7
SIG 16 Perspectives on School-Based Issues, March 2004, Vol. 5, 7-10. doi:10.1044/sbi5.1.7
For the last 6 years, I have worked in a school district that fits the description of many school districts in California and other places throughout the country: historically low-performing in terms of test scores, low income working class community, 96% Hispanic, 45% English Language Learners (ELs). Over the course of the past few years, the district’s cabinet and school administration, in concert with the professional instructional staff have analyzed, attacked and advanced instructional practices that will improve our students’ performance. We have embraced accountability as an opportunity to examine our practices and prejudices in terms of teaching and testing. We believe that it is only through improving instructional practices that test scores will reflect student achievement.
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