The No Child Left Behind Act of 2001
was passed in January 2002. It requires public school systems
to ensure that each student receives a meaningful, high-quality,
education. The standard for successful implementation of this
law is the acceleration of academic achievement for all students
and the elimination of achievement gaps among children.
The Bridge to Excellence in Public Schools Act is based on
a standards-based approach to public school financing that
is consistent with the federal No Child Left Behind Act of
2001. The Maryland State Department of Education must set
academic content and student achievement standards, ensure
that schools and students have sufficient resources to meet
those standards, and hold schools and school systems accountable
for student performance.
Eleven cross-functional monitoring teams have been established
to ensure increased academic achievement initially in the
60 most highly impacted schools, and eventually in all schools.
Each team will have the responsibility of monitoring the progress
being made in its functional area. The teams also will be
responsible for identifying the gaps between expected and
actual outcomes for the key performance indicators being monitored
and for recommending strategies to improve the performance
when there are gaps.
A point in time identifying progress.
Part of the performance measurements system used to determine
progress.
An information-sharing, performance-measurement system that
enables students, teachers, principals, parents, and central
office staff to collaborate on improving results.
Both systems are designed to ensure that all teachers and
administrators realize their full potential.
Organizations that exhibit shared mission, vision, and values; collective
inquiry; collaborative teams; action orientation and experimentation;
continuous improvement and results orientation. Organizations
that respect learning, honor teaching, and teach for understanding.
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