The No Child Left Behind Act requires schools, districts, and state educational systems to meet annual targets for improvement in identified academic areas for their student populations as a whole AND for each of several identified subgroups.
This site offers strategies for validating the varied "capital" brought individually and collectively by the many different types of students in public secondary schools today.
- Differentiated Strategies for African-American Achievement - Best Practices
- Differentiated Strategies for Hispanic and Hispanohablante Achievement
- Differentiated Strategies for Exceptional Learners and their Inclusion
- Differentiated Strategies for LEP and Second Language Learners
- Differentiated Strategies that Enrich "Economically Disadvantaged" Learners
These expectations include those who may be doubly exceptional in that they are also gifted. No Child Left Behind implies both the recognition, and the (differentiated) validation of their abilities and potentials.
We teach, counsel, and administer young people. Secondary teachers are increasingly called upon to learn how to teach the total learner (in several ways) rather than just teach a given subject matter only as they understood it.
Schools, districts, and states are ultimately accountable if the achievement rate of any of these subgroups of students falls behind. In light of annually increasingly targets, and shifting demographics...more schools and districts are at risk than many people realize.
