アメリカにおける学力テスト結果の比較分析研究 : カリフォルニア州ロサンゼルス統合学区を事例に

Abstract

This paper provides a brief overview of the assessment implementation in California and its results. The purpose of the paper is to investigate the gap between whites and non-white persons, especially Hispanics, and the effective educational approaches that promote the acquisition of subject-content knowledge by using statistical data. In the United States, California, reports the largest number of school-aged children. To clarify the current situation under the federal educational law, the No Child Left Behind Act of 2001, a case of the Los Angeles Unified School District (LAUSD) is being treated as an example. Hispanics constitute 73% of the school-aged children in LAUSD. Nearly 35% have been categorized as English learners. In compliance with state and federal laws, schools in LAUSD are providing notable efforts such as the Professional Learning Community which prepared for teachers, and Project-Based Learning. Although schools confront a high percentage of free and reduced-price lunches and also of English learners, they respond to the difficult situation by these approaches.