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Un quarto dei dirigenti e degli insegnanti delle scuole americane che sono state identificate come scuole in difficoltà, con punteggi nei test strutturati di inglese e matematica che si collocano al di sotto della media del loro stato, non sanno che la loro scuola, quella in cui insegnano o che dirigono, è stata identificata come una scuola che richiede di essere migliorata perché non rispetta la tabella di marcia che le è stata assegnata per giungere alla media entro il 2013-2014.

Informazione tratta dal documento dell’U.S. Departement of Education: National Assessments of Title I: Final Report. Institute of Education Sciences (IES), October 2007

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[1] National Assessment of Title I: Final Report

This two-volume report, and Summary of Key Findings, presents findings from the congressionally mandated National Assessment of Title I on the implementation and impact of the program. Volume I contains key findings on the implementation of the program under No Child Left Behind, and Volume II presents a report on follow-up findings from Closing the Reading Gap, an evaluation of the impact of supplemental remedial reading programs on achievement of 3rd and 5th grade students.

As part of NCLB, the Congress mandated a National Assessment of Title I (Section 1501) to evaluate the implementation and impact of the program. This mandate also required the establishment of an Independent Review Panel (IRP) to advise the Secretary on methodological and other issues that arise in carrying out the National Assessment and the studies that contribute to this assessment. In addition, the law specifically requires a longitudinal study of Title I schools to examine the implementation and impact of the Title I program. Results from that study are included in Volume I.