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ERIC Number: EJ704368
Record Type: Journal
Publication Date: 2004-Jun-3
Pages: 1
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-0742-0277
Leaving No Child behind in Science Education
Dantley, Scott Jackson
Black Issues in Higher Education, v21 n8 p120 Jun 2004
With the passing of the No Child Left Behind Act in 2001 several changes have been implemented that require states, colleges of education, school districts and others to rethink ways to improve teacher certification. One aspect of this legislation is that each public school must have a "highly qualified" teacher in the classroom--one that has, among other requirements, obtained full certification and passed the state teacher licensing exam. The understanding of this definition is paramount at the middle and high school levels where teaching academic subjects become more prevalent. With a greater emphasis on accountability, NCLB challenges educators to re-examine how individual students are performing in their subject areas. The lack of highly qualified science teachers is an issue in general, but unfortunately, for some populations the problem is even worse. For instance, large urban schools are plagued with high numbers of unqualified and poorly prepared teachers. It is not uncommon to place teachers that lack effective instructional practices, as well as a degree in the area in which they teach, in schools with predominantly minority and high-poverty students. The "Science Highlights 2000" published by the National Assessment of Educational Progress (NAEP, 2000) provides a current picture of student performance in science by racial/ethnic subgroups. This document briefly analyzes that report.
Cox Matthews and Associates, Inc., 10520 Warwick Avenue, Suite B-8, Fairfax, VA 22030-3136. Web site:
Publication Type: Information Analyses; Journal Articles
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001