Technology and Student Achievement

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Author(s): Lawrence A. Tomei (Robert Morris University, USA)
Copyright: 2008
Pages: 9
Source title: Encyclopedia of Information Technology Curriculum Integration
Source Author(s)/Editor(s): Lawrence A. Tomei (Robert Morris University, USA)
DOI: 10.4018/978-1-59904-881-9.ch134

Keywords: Education / Educational Technologies / Information Science Reference / Instructional Design

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Abstract

Since the introduction of the No Child Left Behind (NCLB) Act of 2001, education in the United States has, in the words of President Bush, been seen as “a national priority and a local responsibility.” The first of the four basic education reform principles stated in the NCLB Act is local accountability for results. The second principle, flexibility and local control, empowers states to create their own standards and to test every student’s progress using tests aligned with these standards. In addition, there are also programs to promote the alignment of technology with educational goals within the NCLB legislation. In more and more states, school performance is assessed by means of a standardized assessment test which is designed to assess the academic level of students, schools, and districts. It is also intended to assist in identifying students’ strengths and weaknesses and to foster improvements in academic achievement. In one such state (that will remain anonymous) the reading and mathematics portions of the exam are administered to grades 5, 8, and 11.

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