alexa For Quality Education Money is not the Only Thing That Matters
ISSN: 2471-2701

Clinical and Experimental Psychology
Open Access

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Research Article

For Quality Education Money is not the Only Thing That Matters

Arthur Horton*

Professor, Lewis University, One University Parkway Drive Romeoville, IL, USA

*Corresponding Author:
Arthur Horton
Professor, Lewis University
One University Parkway Drive Romeoville
IL, USA
Tel: 8158365314
E-mail: [email protected]

Received date May 06, 2016; Accepted date May 12, 2016; Published date May 19, 2016

Citation: Horton A (2016) For Quality Education Money is not the Only Thing That Matters. Clin Exp Psychol 2:125. doi:10.4172/2471-2701.1000125

Copyright: © 2016 Horton A. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Abstract

Mr. Duncan, Head of the Department of Education, said the estimate, based on an analysis of testing trends and the workings of the federal law’s pass-fail school rating system, was the latest evidence of the law’s shortcomings and the need to overhaul it. Even many of the nation’s best-run schools are likely to fall short of the law’s rapidly rising standardized testing targets, Mr. Duncan said. “This law is fundamentally broken, and we need to fix it this year,” he told the House education committee (New Y Mr. Duncan, Head of the Department of Education, said the estimate, based on an analysis of testing trends and the workings of the federal law’s pass-fail school rating system, was the latest evidence of the law’s shortcomings and the need to overhaul it. Even many of the nation’s best-run schools are likely to fall short of the law’s rapidly rising standardized testing targets, Mr. Duncan said. “This law is fundamentally broken, and we need to fix it this year,” he told the House education committee (New York Times, March10, 2011, pg.A16). The Common Core is a stateled effort that is not part of No Child Left Behind or any other federal initiative. The federal government played no role in the development of the Common Core. State adoption of the standards is in no way mandatory. States began the work to create clear, consistent standards before the American Recovery and Reinvestment Act, which provided funding for the Race to the Top grant program. It also began before the Elementary and Secondary Education Act blueprint was released, because this work is being driven by the needs of the states, not the federal government. This study examines the impact of teachers and principals on student outcome.

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