Impact of Fiscal Resources Allocation to Schools Based on a Differentiated Supervision Model (Report‪)‬

INTRODUCTION As accountability for student performance increases, local education agencies are confronted with the challenging task of providing maximum support to schools that have the greatest needs while simultaneously maintaining the success of and continually improving high performing schools. Accountability for kindergarten through twelfth grade (K-12) school performance has recently received increased attention from school systems, municipalities, state governments, and federal agencies. The reauthorization of the Elementary and Secondary Education Act, also known as No Child Left Behind (NCLB), incorporates testing and accountability requirements that increase student testing and holds all schools accountable for student performance. This legislation marked a major departure from the federal government's traditional monitoring and guidance role regarding elementary and secondary education. The NCLB legislation utilizes progress and performance indicators as a judge of a school's success. It requires that states administer reading and mathematics tests annually in grades three through eight and during one year in high school beginning in school year 2005-2006. These requirements affect almost 25 million students each school year (National Center for Education Statistics, 2002).