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No Child Left Behind
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Economically Disadvantaged Students
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You will find Frequently Asked Questions about No Child Left Behind are addressed in this site; what NCLB really is, what “highly qualified” teachers are, sub groups identified by NCLB, questions about parent rights, funding for NCLB, the responsibility of schools, and much more. You may be directed to other websites to get answers to your questions.

 
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Where can I learn if NCLB is making a difference in Virginia?
Virginia FAQ
The state of Virginia has posted a report online titled: NCLB Making a Difference in Virginia. It is available online.
How do I find out how my child's school is doing?
Virginia FAQ
VA has a great site: Virginia School Report Card School, Division, and State Data. You can find your child's school and view the data for that school. Virginia Statewide Adequate Yearly Progress (AYP) Ratings
What is AYP?
Virginia FAQ
Adequate Yearly Progress (AYP) is a term used in the 'No Child Left Behind' act. This requires that each school set some targets and each school must make progress. Under NCLB, each State establishes a definition of "adequate yearly progress" (AYP) to use each year to determine the achievement of each school district and school. The following sites will assist you in understanding AYP: Education 101: What is Adequate Yearly Progress?, Understanding Adequate Yearly progress (AYP)
Is there an easy to read handbook on NCLB?
ED.gov FAQ
Yes, a handbook can be found online, prepared by the Committee on Education and the Workforce. You can also refer to the VA Department of Education site or the U.S. Department of Education site for help. NCLB: A Parents Guide.
What impact does the NCLB testing have on children?
ED.gov FAQ
Although testing may be stressful for some students, testing is a normal and expected way of assessing what students have learned. The purpose of state assessments required under No Child Left Behind is to provide an independent insight into each child's progress, as well as each school's. This information is essential for parents, schools, districts and states in their efforts to ensure that no child--regardless of race, ethnic group, gender or family income--is trapped in a consistently low-performing school. …U.S. Dept. of Education
  
 
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