March/April 2004
Preparing the "Highly Qualified Principal"
Will new training and recruitment programs reshape the profession? By Alexander Russo
With its goal of putting a "highly qualified teacher" in every classroom, the 2001 No Child Left Behind Act (NCLB) has raised many questions about the current state of K-12 teacher preparation, certification, and professional development. Largely absent from the federal law are requirements about the qualifications of other school personnel, most notably principals. What if NCLB had also required that there be a "highly qualified principal" in every school by 2005-2006? What would such a designation mean, and how would we prepare someone to be this kind of school leader?
The rest of this article can be found in the current issue of the Harvard Education Letter.
Buy this issue.
For Discussion
Raising the Achievement of English-Language Learners
How principals are working to make a difference By Maricel G. Santos
According to federal survey data, there are 4.5 million English-language learners (ELLs) enrolled in U.S. public schools (preK-12), nearly one-third more than in 1997-98. Given this fast-growing number of linguistically and culturally diverse children, principals are dealt an increasingly urgent responsibility: to lead their schools in helping all students succeed academically. The federal No Child Left Behind Act (NCLB) requires educators to raise not just the overall achievement of their students, but that of all major student subgroups. Are the nation's school principals ready to rise to this challenge? What must administrators do to improve the academic achievement of young language-minority students and fulfill the requirements of NCLB?
The rest of this article can be found in the current issue of the Harvard Education Letter.
Buy this issue.
New and Noteworthy
Out-of-School Programs Boost Achievement, Study Finds
By Reino Makkonen
Afterschool and summer school programs can increase the achievement of at-risk students by an average of four percentage points on reading and math tests, according to a recent analysis by Mid-continent Research for Education and Learning (McREL). Although these effects may seem minor at first glance, McREL's researchers say they are important because most out-of-school-time (OST) programs occur over a relatively short period of time and focus on students of low socioeconomic status, who tend to struggle most.
The rest of this article can be found in the current issue of the Harvard Education Letter.
Buy this issue.
New and Noteworthy
Anti-Gay Harassment Linked to Academic Risks
By Michael Sadowski
In September/October 2001,
HEL reported that lesbian, gay, bisexual, and transgender (LGBT) students faced widespread harassment in U.S. middle and high schools, according to a survey conducted by the Gay, Lesbian, and Straight Education Network (GLSEN). GLSEN's latest survey has resulted in similar findings-and has found possible links between this kind of harassment and academic risks.
The rest of this article can be found in the current issue of the Harvard Education Letter.
Buy this issue.
|
