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Although most states include evolution as a essential part of a well-rounded education, legislative action is continually perverting science standards to a point where we must ask the question, "Do state science standards matter?" Between 2005 and 2006, 23 states have modified science curricula, which further obscures the issue. Bandoli surveyed close to 2,500 freshman college students from both Indiana and Ohio regarding their experiences in high school biology. Among the incredible statistical information assembled here, Bandoli found that over 90% of students regarded evolution as a strong scientific theory. Considering the fact that 66% of high school biology teachers either breeze over or snub the teaching of evolution, these results appear to suggest that students may actually be more open-minded and competent than their high school teachers. Not only does this raise the issue of teacher quality and objectivity, it also questions the relevance and validity of the antievolution movement.

Rabb discusses how the No Child Left Behind Act has been underfunded leaving the teachers unqualified and underprepared to teach the necessary material for standardized testing. This is one of the reasons students have still received poor results in standardized test scores. Also, there has been such an emphasis on reading and mathematics that students are performing even worse in other subjects.

This article tries to determine if Google Scholar meets the ACRL Information Literacy Standards, which is a measure of a sites ability to meet the informational needs of students and researchers. It discusses Google Scholars inability to create an advance search option that limits types of sources and sort hundreds of articles. The authors later go on to recommend different approaches to researching the same material. This article effectively discusses how Google works to meet researchers' needs as well as ACRL Information Literacy Standards.

A film on OhioLINK. For decades, IQ tests have been the gold standard for measuring intelligence. But is one standardized test really adequate for every taker? This program advocates a different approach, creating an array of unusual challenges to assess brainpower and positing an argument for the interplay of multiple intelligences. Assisted by the insights of Harvard's Howard Gardner and experts using brain scanning technology at UC Davis' M.I.N.D. Institute, the program brings together a group of obviously bright and talented people and presents them with trials of all shapes and sizes. The results establish the validity of measuring not just what people know but also the equally important ways in which they exercise their practical, creative, emotional, and kinesthetic IQs. A BBCW Production. (50 minutes)

Ohio State Standards for education.

A provision in the No Child Left Behind Act is that teachers must me the standard of being "highly qualified." The authors argue that the provision is necessary, important, and achievable. Teacher qualifications can greatly affect the process of student learning. The authors suggest certain Federal initiatives that can be put in place to ensure all children have highly qualified teachers no matter the district or state. The article is helpful in knowing the standards for teachers in the No Child Left Behind Act.

A provision in the No Child Left Behind Act is that teachers must me the standard of being "highly qualified." The authors argue that the provision is necessary, important, and achievable. Teacher qualifications can greatly affect the process of student learning. The authors suggest certain Federal initiatives that can be put in place to ensure all children have highly qualified teachers no matter the district or state. The article is helpful in knowing the standards for teachers in the No Child Left Behind Act.

This author starts this out very differently than any other article. he puts the No Chil Left Behinf Act into a metaphor or a twisted road because it took so long to come up with and it has been changed many times. he talks about how it has to do with standardize test scores and how its hard to prepare students for these types of tests. The teachers are now likely to teach to the tests instead of the curriculum or coming up with their own effective ways of teaching.

Our students are falling behind their counterparts in the rest of the world, threatening the U.S.'s economic future. Why national education standards are the only way to fix the system

Many surveys have shown that high school seniors continue to fail financial literacy tests. The surveys indicate that our current education standards are insufficient to prepare students for the real world.

In this prospective study home literacy is considered a multifaceted phenomenon consisting of a frequency or exposure facet (opportunity), an instruction quality facet, a parent-child cooperation facet, and a social-emotional quality facet. In a multiethnic, partly bilingual sample of 89 families with 4-year-old children, living in inner-city areas in the Netherlands, measures of home literacy were taken by means of interviews with the parents and observations of parent-child book reading interactions when the target children were ages 4, 5, and 6 years. At age 7, by the end of Grade 1, after nearly 1 year of formal reading instruction, vocabulary, word decoding, and reading comprehension were assessed using standard tests. Vocabulary at age 4 and an index of the predominant language used at home were also measured in order to be used as covariates. Correlational and multiple regression analyses supported the hypothesis that home literacy is multifaceted. Home literacy facets together predicted more variance in language and achievement measures at age 7 than each of them separately. Structural equations analysis also supported two additional hypotheses of the present research. First, the effects of background factors (SES, ethnicity, parents' own literacy practices) on language development and reading achievement in school were fully mediated by home literacy, home language, and early vocabulary. Second, even after controlling for the effects of early vocabulary and predominant home language, there remained statistically significant effects of home literacy, in particular, opportunity, instruction quality, and cooperation quality. (Abstract taken from JSTOR.)

The authors report on the results of a telephone survey of 1,001 employees of seven large corporations conducted for the Business Roundtable as part of its public policy program. A set of 20 questions keyed to the Voluntary National Content Standards in Economics was embedded in the survey. A measure of economic literacy was constructed from the survey results. Greater economic literacy was associated with more overall education, more college economics coursework, high incomes, and being male. An examination of individual test questions revealed that previous college economics had substantial effects on employees' current economic literacy. (Abstract from JSTOR.) This journal, The Journal of Economic Education, may be worth checking out for those studying financial literacy.

The authors Cartledge and Lo explain the discipline problems teacher's deal with in Urban Schools. Many factors influence children in urban school districts to act up in the classroom. They conducted a research program where they selected school H, which consisted of low-income students that were not reaching academic standards. The program recorded the number of disciplinary actions teachers took towards the students. The results showed that more than 50% of students received discipline in one year of teaching, which takes away from their education time. The authors make some significant points, but more can be determined from this study. By looking at the study, people can infer that because of the high disciplinary problems in urban schools that it affects their academics. This can be because of their lives at home and what students go through with their families.

Hill and Barth discuss the Federal Government's attempt to raise student achievement, especially in standardized testing, with the No Child Left Behind Act (NCLB). The NCLB's intent was to limit academic achievement gaps in students who are minorities, disabled, financially disadvantaged, or limited English proficiency. One of the biggest problems that has arisen from the law is teacher retention. The NCLB requires highly qualified teachers, but all the highly qualified teachers are not staying. The authors focus on this huge problem of teacher retention.

Offers a look on some of the most recent academic reforms instituted by the National Collegiate Athletic Association (NCAA) and the role academic and athletic advisors in carrying out those reforms in the U.S. in 2005. Mandatory academic support for student-athletes; Initial eligibility legislation and graduation rates; Overview of the new NCAA academic standards.

This article gives a different idea for replacing the No child left behind act. The new idea would include more civics teaching to create citizens, which the author emphasizes is an important part of the system. Also, the author mentions that the NCLBA is too focused on economic success that it is blinsided by the actual facts. This is a good article if you are looking for information on NCLBA and the effects of it.