National Education Technology Plan - Baker School District
National Education Technology Plan - Baker School District National Education Technology Plan - Baker School District
Where We Are Today Why do we need systemic change? It is important to understand the national crisis that underscores the demand for accountability in education. Today, the United States spends more money on education than any other nation except Switzerland, averaging more than $8700 per student (federal, state and local) in constant dollars for elementary and secondary education. 8 Finding (in billions of dollars) 25- 20- 15- 10- 5- 0- 1984 1986 1988 1990 1992 1994 1996 1998 2000 2002 2004 Elementary and Secondary Education Act (ESEA) Funding (constant dollars) Long Term Trend NAEP Reading Score NAEP Reading Scores (Age 9) and ESEA Funding (in 2004 dollars) ESRA Reading Score NEPA Scale Score Over the past 20 years, America has invested hundreds of billions of dollars in education. For the 2003-04 school year alone, expenditures at local, state and federal levels on elementary and secondary education exceeded $500 billion. 9 Despite this investment, the National Assessment of Educational Progress (NAEP) reading scores have remained essentially flat during the same 20- year period, with 31 percent of our nation’s 4th graders scoring at or above proficient on the assessment. 10 The No Child Left Behind Act of 2001 is beginning to reverse the trend as the nation rises to the historic challenges of access and quality set forth by both Brown v. Board of Education and “A Nation at Risk.” 12
No Child Left Behind created new standards of accountability. Students have to demonstrate improvement over time and be proficient in reading and mathematics. Importantly, achievement gaps between different socio-economic backgrounds must be identified – and closed – so that all children regardless of race and income level can read and do mathematics at grade levels by 2014. This single piece of legislation has fundamentally altered the education landscape. Its premise – that all children can learn – is profound in its simplicity but multifaceted in its implementation. President Bush’s FY2005 budget for education represents continuing increases of federal education spending to historic levels with a 49 percent increase (from FY 2001-2005) for elementary and secondary education, including but not limited to: 11 • $13.3 billion in Title I funding for disadvantaged students, for a total that represents a 52 percent increase since FY 2001. • $1.2 billion for reading programs, totaling four times the amount spent in 2001. • $11.1 billion for special education programs, for a 75 percent increase since 2001. 12 No Child Left Behind’s four main principles are: • Holding schools accountable to show students are learning; • Increasing flexibility for schools in reaching goals; • Providing more options for parents to choose outside of lowperforming schools; • Using research on what works best for student learning. Constant Dollars Average Expenditures Per Pupil (for Fall Enrollment) 9500- 8700- 6900- 5600- 4300- 3000- 0- 1975 1970 1965 1995 1990 1985 1980 $8,745 2001 School Year Source: National Center for Education Statistics 13
- Page 1 and 2: Toward A New Golden Age In American
- Page 3 and 4: Toward A New Golden Age In American
- Page 5 and 6: The Impact of No Child Left Behind
- Page 7 and 8: Teachers and students are transform
- Page 9 and 10: There has been explosive growth in
- Page 11 and 12: A Nation on the Move Twenty-one yea
- Page 13: Today’s students, of almost any a
- Page 17 and 18: Twenty years of national data show
- Page 19 and 20: • 49 percent say they may be inte
- Page 21 and 22: These are clearly exciting times fo
- Page 23 and 24: like that. We should not have to ca
- Page 25 and 26: Success Stories from Schools That A
- Page 27 and 28: o language learners to compare achi
- Page 29 and 30: Founded in 1997, the state-funded i
- Page 31 and 32: makes this effort extraordinary is
- Page 33 and 34: New Mexico Two years ago in New Mex
- Page 35 and 36: • A number of other states and ot
- Page 37 and 38: courses by mail. But through today
- Page 39 and 40: The Impact of No Child Left Behind
- Page 41 and 42: A National Education Technology Pla
- Page 43 and 44: effective use of technology to enha
- Page 45 and 46: • Encourage that broadband is ava
- Page 47 and 48: Conclusions • There is no dispute
- Page 49 and 50: Appendices A. Joint Federal Activit
- Page 51 and 52: to strengthen this portfolio, and s
- Page 53 and 54: APPENDIX B How This Plan Was Develo
- Page 55 and 56: Kendall Starkweather, International
- Page 57 and 58: Tom Clark, TA Consulting, Springfie
- Page 59 and 60: Garret Sern, EDUCAUSE, Washington,
- Page 61 and 62: Joe Simpson, Council of Chief State
- Page 63 and 64: APPENDIX C Acknowledgements We want
Where We Are Today<br />
Why do we need systemic change? It is important to understand<br />
the national crisis that underscores the demand for accountability<br />
in education.<br />
Today, the United States spends more money on education than<br />
any other nation except Switzerland, averaging more than $8700<br />
per student (federal, state and local) in constant dollars for<br />
elementary and secondary education. 8<br />
Finding (in billions of dollars)<br />
25-<br />
20-<br />
15-<br />
10-<br />
5-<br />
0-<br />
1984 1986 1988 1990 1992 1994 1996 1998 2000 2002 2004<br />
Elementary and Secondary <strong>Education</strong> Act (ESEA) Funding (constant dollars)<br />
Long Term Trend NAEP Reading Score<br />
NAEP Reading Scores (Age 9) and<br />
ESEA Funding (in 2004 dollars)<br />
ESRA Reading Score<br />
NEPA Scale Score<br />
Over the past 20 years, America has<br />
invested hundreds of billions of dollars<br />
in education. For the 2003-04 school<br />
year alone, expenditures at local, state<br />
and federal levels on elementary and<br />
secondary education exceeded $500<br />
billion. 9<br />
Despite this investment, the <strong>National</strong><br />
Assessment of <strong>Education</strong>al Progress<br />
(NAEP) reading scores have remained<br />
essentially flat during the same 20-<br />
year period, with 31 percent of our<br />
nation’s 4th graders scoring at or<br />
above proficient on the assessment. 10<br />
The No Child Left Behind Act of 2001 is beginning to reverse<br />
the trend as the nation rises to the historic challenges of access and<br />
quality set forth by both Brown v. Board of <strong>Education</strong> and<br />
“A Nation at Risk.”<br />
12
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