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Outcome-based education or outcomes-based education (OBE) is an educational theory that bases each part of an educational system around goals (outcomes). By the end of the educational experience, each student should have achieved the goal. There is no single specified style of teaching or assessment in OBE; instead, classes, opportunities, and assessments should all help students achieve the specified outcomes. The role of the faculty adapts into instructor, trainer, facilitator, and/or mentor based on the outcomes targeted.
The No Child Left Behind Act of 2001 (NCLB) was a U.S. Act of Congress that reauthorized the Elementary and Secondary Education Act; it included Title I provisions applying to disadvantaged students. It supported standards-based education reform based on the premise that setting high standards and establishing measurable goals could improve individual outcomes in education. The Act required states to develop assessments in basic skills. To receive federal school funding, states had to give these assessments to all students at select grade levels.
A comprehensive school is a public school for elementary aged or secondary aged children that does not select its intake on the basis of academic achievement or aptitude, in contrast to the selective school system where admission is restricted on the basis of selection criteria. The term is commonly used in relation to England and Wales, where comprehensive schools were introduced as state schools on an experimental basis in the 1940s and became more widespread from 1965. With the Blair educational reforms from 2003, they may be part of a local education authority or be a self governing academy or part of a multi-academy trust.
A school counselor is a professional who works in primary schools or secondary schools to provide academic, career, college access/affordability/admission, and social-emotional competencies to all students through a school counseling program.
Founded in 1920, The National Council of Teachers of Mathematics (NCTM) is the world's largest mathematics education organization.
Adequate Yearly Progress (AYP) is a measurement defined by the United States federal No Child Left Behind Act that allows the U.S. Department of Education to determine how every public school and school district in the country is performing academically according to results on standardized tests. As defined by National Council on Measurement in Education (NCME), AYP is "the amount of annual achievement growth to be expected by students in a particular school, district, or state in the U.S. federal accountability system, No Child Left Behind (NCLB)." AYP has been identified as one of the sources of controversy surrounding George W. Bush administration's Elementary and Secondary Education Act. Private schools are not required to make AYP.
In education, Response to Intervention is an approach to academic intervention used in the United States to provide early, systematic, and appropriately intensive assistance to children who are at risk for or already underperforming as compared to appropriate grade- or age-level standards. RTI seeks to promote academic success through universal screening, early intervention, frequent progress monitoring, and increasingly intensive research-based instruction or interventions for children who continue to have difficulty. RTI is a multileveled approach for aiding students that is adjusted and modified as needed if they are failing.
Family literacy is a method of education. Relatively new, family literacy is being put into practice in the United States, Canada, and South Africa.
Inclusion in education refers to a model wherein students with special needs spend most or all of their time with non-special needs students. It arose in the context of special education with an individualized education program or 504 plan, and is built on the notion that it is more effective for students with special needs to have said mixed experience for them to be more successful in social interactions leading to further success in life. Inclusion rejects but still provides the use of special schools or classrooms to separate students with disabilities from students without disabilities. Schools with inclusive classrooms do not believe in separate classrooms. They do not have their own separate world so they have to learn how to operate with students while being less focused on by teachers due to a higher student to teacher ratio.
Follow Through was the largest and most expensive experimental project in education funded by the U.S. federal government that has ever been conducted. The most extensive evaluation of Follow Through data covers the years 1968–1977; however, the program continued to receive funding from the government until 1995. Follow Through was originally intended to be an extension of the federal Head Start program, which delivered educational, health, and social services to typically disadvantaged preschool children and their families. The function of Follow Through, therefore, was to provide a continuation of these services to students in their early elementary years.
An exit examination is a test that students must pass to receive a diploma and graduate from school. Such examinations have been used in a variety of countries; this article focuses on their use within the United States. These are usually criterion-referenced tests which were implemented as part of a comprehensive standards-based education reform program which sets into place new standards intended to increase the learning of all students.
The National Educational Goals known as Goals 2000 were set by the U.S. Congress in the 1990s to set goals for standards-based education reform. The intent was for certain criteria to be met by the millennium (2000). Many of these goals were based on the principles of outcomes-based education, and not all of the goals were attained by the year 2000 as intended. Many see this as the predecessor to the No Child Left Behind program, which mandated measurable improvement in student achievement across all groups. Goals 2000 established a framework in which to identify world-class academic standards, to measure student progress, and to provide the support that students may need to help meet the standards.
Education reform in the United States since the 1980s has been largely driven by the setting of academic standards for what students should know and be able to do. These standards can then be used to guide all other system components. The SBE reform movement calls for clear, measurable standards for all school students. Rather than norm-referenced rankings, a standards-based system measures each student against the concrete standard. Curriculum, assessments, and professional development are aligned to the standards.
Community education, also known as community-based education or community learning & development, is an organization's programs to promote learning and social development work with individuals and groups in their communities using a range of formal and informal methods. A common defining feature is that programmes and activities are developed in dialogue with communities and participants. The purpose of community learning and development is to develop the capacity of individuals and groups of all ages through their actions, the capacity of communities, to improve their quality of life. Central to this is their ability to participate in democratic processes.
The history of school counseling in the United States of America varies greatly based on how local communities have chosen to provide academic, career, college readiness, and personal/social skills and competencies to K-12 children and their families based on economic and social capital resources and public versus private educational settings in what is now called a school counseling program.
Connected Mathematics is a comprehensive mathematics program intended for U.S. students in grades 6-8. The curriculum design, text materials for students, and supporting resources for teachers were created and have been progressively refined by the Connected Mathematics Project (CMP) at Michigan State University with advice and contributions from many mathematics teachers, curriculum developers, mathematicians, and mathematics education researchers.
Direct Instruction (DI) is a term for the explicit teaching of a skill-set using lectures or demonstrations of the material to students. A particular subset of direct instruction, denoted by capitalization as Direct Instruction, refers to a specific example of the approach developed by Siegfried Engelmann and Wesley C. Becker. DI teaches by explicit instruction, in contrast to exploratory models such as inquiry-based learning. DI includes tutorials, participatory laboratory classes, discussion, recitation, seminars, workshops, observation, active learning, practica, or internships. Model includes "I do" (instructor), "We do", "You do".
School Improvement Grants (SIGs) are grants awarded by the U.S. Department of Education to state education agencies (SEAs) under Section 1003(g) of the Elementary and Secondary Education Act of 1965. The SEAs, in turn, award subgrants to local educational agencies for the purpose of supporting focused school improvement efforts. In 2009, the Obama administration, and specifically U.S. Secretary of Education Arne Duncan, challenged the education community to make the lowest-achieving schools its highest priority.
Positive education is an approach to education that draws on positive psychology's emphasis of individual strengths and personal motivation to promote learning. Unlike traditional school approaches in which teachers attempt to tailor their material to a mythical "average" student, and move the class altogether using the material through one teaching and testing style, positive schooling teachers use techniques that focus on the well-being of individual students. Teachers use methods such as developing tailored goals for each student to engender learning and working with them to develop the plans and motivation to reach their goals. Rather than pushing students to achieve at a set grade level, seen through the emphasis of standardized testing, this approach attempts to customize learning goals to individual students' levels. Instead of setting students to compete against one another, learning is viewed as a cooperative process where teachers learn to respect their students and each student's input is valued.
Positive Behavior Interventions and Supports (PBIS) is a set of ideas and tools that schools use to improve the behavior of students. PBIS uses evidence and data-based programs, practices and strategies to frame behavioral improvement in terms of student growth in academic performance, safety, behavior, and establishing and maintaining positive school culture. PBIS addresses the needs of at-risk students as well as the multi-leveled needs of all students in regards to behavior, which creates an environment for both teaching and learning to occur in schools. The approach is believed by researchers such as Robert H. Horner to enhance the school staff's time for delivering effective instructions and lessons to all students.
