K-12 Education: Highlights of the No Child Left Behind Act of 2001 (P.L. 107-110) Page: 7 of 28
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CRS-4
Provision Previous law No Child Left Behind Act
(5) Title V includes education block grants, charter schools, magnet schools, and
the FIE, which provides authority for 21 specific program-like activities; (6)
Title VI authorizes state assessment grants and rural education programs; and (7)
Title VII authorizes Native American programs, Title VIII remains the Impact
Aid authority, and Title IX contains general provisions.
With regard to major repeals, the NCLBA repealed only one K-12 program that
had a sizable appropriation in FY2001- School Repair and Renovation, first
funded in FY2001 at $1.2 billion. It also repealed a number of previously
unfunded programs, including the former Title XII, the School Facilities
Infrastructure Improvement Act.
Assessments, Adequate Yearly Progress Standards, and Outcome Accountability Under ESEA Title I, Part A
Provision Previous law No Child Left Behind Act
Assessments Assessments under ESEA Title I (which were In addition to previous assessment requirements, all states participating in ESEA
due to be implemented in 2000-2001, although Title I are required to implement standards-based assessments for pupils in each
only a minority of states met this deadline) were of grades 3-8 in reading and mathematics by the end of the 2005-2006 school
required to be adopted in at least the subjects of year. States must also develop and implement assessments at three grade levels
mathematics and reading/language arts; be in science by the end of the 2007-2008 school year.
aligned with state content and pupil performance -
standards; be administered annually to students Annual grants to states for assessment development are authorized, and states
in at least one of grades 3-5, 6-9, and 10-12; could delay administration (but not development) of the expanded assessments
include all pupils in the grades being assessed (above) one year for each year that minimum amounts are not appropriated for
who have attended schools in the LEA for at this purpose (the minimum amount has been appropriated for each of FY2002-
least one year; involve multiple approaches; 06).
assess higher order thinking skills; and produce -
results disaggregated by gender, racial and Pupils who have been in U.S. schools for at least three years must be tested (for
ethnic groups, English proficiency status, reading) in English, and states must annually assess the English language
migrant status, disability status, and economic proficiency of their limited English proficient (LEP) pupils.
disadvantage. -
Assessments must be of "adequate technical quality for each purpose required
under [this] Act," and grants are authorized for the development of enhanced
assessments. The Department is to contract with an independent organization for
a study of the assessments and accountability policies used by states to meet
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Riddle, Wayne. K-12 Education: Highlights of the No Child Left Behind Act of 2001 (P.L. 107-110), report, January 15, 2003; Washington D.C.. (https://digital.library.unt.edu/ark:/67531/metadc824710/m1/7/: accessed July 18, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; crediting UNT Libraries Government Documents Department.