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How these provisions will be carried out is yet to be determined Implementation of the act requires a great deal of paperwork for local districts, state departments of education, and colleges and universities In addition, de nitions of phrases like adequate yearly progress and highly quali ed teachers are not in the legislation and must be developed The act takes a carrot-and-stick approach; that is, to be eligible to receive federal funds, states must follow the act s directives At this writing, only two states have decided not to participate A contradiction between the legislation and the US Constitution is that the latter assigns responsibility for education to the states, yet the legislation prescribes what the states should do Of course, participation is voluntary
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The Magnitude of Public Education The public school enterprise is enormous It serves more than 47 million students and employs more than 37 million teachers Each grade in public schools enrolls more than 35 million students, except for grades 11 and 12, which enroll about 3 million each In fall 2002 there were 284 million children in grades 1 through 8 and 135 million youngsters in grades 9 through 12, plus more than 04 million children in preschool and kindergarten More than 5 million students (newborn to twenty-one years of age) are served by programs for youngsters with disabilities, funded by the Individuals with Disabilities Education Act and 1 of the Education Consolidation and Improvement Act Estimates are that retirements alone will create a need for 24 million additional teachers in the next decade However, demand will differ by state and region Mountain and Paci c states are projected to increase enrollment by at least 20 percent, some by as much as 50 percent
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The Work Schedule The typical instructional day for students is ve to ve-and-a-half hours long, Monday through Friday In some other countries, schools also are in session on Saturday Several national commissions and committees studying American education have recommended longer school days and more school days per year in the United States Kindergarten students usually spend half a day in school, although some school districts have moved to
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all-day kindergarten Students in grades 1 through 6 (elementary schools) attend school all day and usually are taught by one teacher for most of the day Teachers of art, music, and physical education in the elementary school often teach their subject two or three times a week in all grades, either in the students regular classroom or in a room especially designed for their eld an art room, a music room, or a gymnasium In some schools, classroom teachers teach all the subjects, and special-area teachers serve as consultants to, or team-teach with, classroom teachers Middle schools (typically encompassing grades 4 through 6 or 6 through 8) are organized in several ways A popular model, noted earlier, assembles faculty into teams consisting of one teacher from each of the core subjects (language arts, mathematics, science, and social studies) Each team works with a cadre of about 100 students Team members have a common period each day for planning Although students move from class to class for each subject, they often are in their own wing of a building for core subjects For other subjects art, home economics, industrial arts, music, and physical education they go to special teachers Junior high schools almost always are departmentalized Teachers remain in the same classroom throughout the day, and students come to them in groups or sections They teach ve or six sections each day, a new one every 45 to 55 minutes In addition, they manage a homeroom, where students assemble each morning and return in the afternoon To an extent the homeroom provides a guidance function: the teacher gets to know students individually and remains with them for a full school year Some junior high schools use large blocks of time for English and social studies Some block programs are labeled core curriculum That is, English and social studies are taught in an integrated mode, and the teacher also serves in a guidance capacity similar to that of a homeroom teacher The core curriculum seems to ebb and ow in popularity Where public school programs have become more conservative in philosophy, the focus is more on a separate course for each subject Special-area teachers in such elds as computer science, foreign languages, health, home economics, and industrial arts join with those in art, music, and physical education to provide a broader program of studies in many middle and junior high schools In some schools, though, the arts are receiving less emphasis; indeed, in places they are almost nonexistent School counselors, school psychologists, assistant principals, attendance
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