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History Of Assessment Legislation

By courtskiiies

  • Elementary and Secondary Education Act (ESEA)

    Intention:
    -Established national priorities for improving schools and education.
    -Federal funding was made available for teacher development, bilingual and special education.
    -Development of National Statistic of Education.
    Impact:
    -Lasting impact on Federal involvement with public education.
    -Has been reauthorized every four to eight years since it was established.

  • National Assessment of Educational Progress (NAEP)

    Intention:
    -Measures student learning in each state through assessment.
    -Assessments are used to inform you what improvements can be made to the education system.
    Impact:
    -Students are tested nationally so tests scores can be compared.

  • All Handicapped Children Act

    -Gave people with disabilities the right to a free and fair education.
    -This was the legislation that would be readopted under the IDEA act.

  • Individuals with Disabilities Education Act (IDEA)

    Intention:
    -Ensures free and appropriate public education for eligible children with disabilities.
    -Ensures special education and related services for those students.

    -Allows for early intervention services for children ages birth to 2.
    Impact:
    -Ensures that no matter, the instruction method (online. In-person, hybrid) the students will get the accommodations and services needed for success .
    -Early interventions help improve educational results for children with disabilities.

  • No Child Left Behind Act of 2001 (NCLB)

    Intention:
    -To hold schools accountable for student achievement, to raise student achievement, and improve teaching quality.
    Impact:
    -Highly qualified teacher (HQT)- States minimum qualifications a teacher must have.
    -Adequate yearly progress (AYP)- this stipulates when students are to be tested. Subgroups must be determined using demographics and improvement must be made within each group each year.
    -Schools in Need of Improvement (SINOI)-Schools need to improve test scores yearly.

  • ACCESS Test/ WIDA

    Intention:
    -Assess Comprehension and Communication of Multi-language learners.
    -Administered to grade kindergarten to grade 12.
    -Assess Listen, Reading, Speaking, and Writing to MLL’s.
    -Tracks progress in learning English.
    Impact:
    -If student of the Multi-language family qualifies for ESL/ELL/MLL support they will receive direct instruction in oral language, reading, and writing.
    -Minimizes the impact of learning academic language for Multi-language Learners.

  • Common Core Standards

    Intention:
    -Implemented common standards and benchmarks for students regardless of where they live.

    -Every student is prepared for college when they leave high school.
    Impact:
    -Most states and schools have adopted a standards-based curriculum.

  • Colorado Measures of Academic Success (CMAS)

    Intention:
    -States measurement of student progress at the end of the school year. (English, Math, Science, Social Studies).
    -Administered grades 3-11.
    Impact:
    -Fidelity in programming.
    -Districts us data to see which schools need to improve teaching practices.

  • Colorado Alternative Assessment (CoAlt)

    Intention:
    -Administered in place of CMAS for those with significant cognitive disabilities (noted on the IEP).
    Impact:
    -If students take the CoAlt and are a Multi-language Learners they will take the alternative ACCESS test.