K-12 Education: Highlights of the No Child Left Behind Act of 2001 (P.L. 107-110) Page: 8 of 28
28 pages.View a full description of this report.
Extracted Text
The following text was automatically extracted from the image on this page using optical character recognition software:
CRS-5
Provision Previous law No Child Left Behind Act
Title I requirements.
All participating states are required to participate in National Assessment of
Educational Progress (NAEP) tests in 4t' and 8' grade reading and mathematics
to be administered every two years, with costs paid by the federal government.
In addition, the statutory provisions authorizing NAEP were amended to enhance
consistency with the NCLBA requirements, and to: provide that pupils in home
schools may not be required to participate in NAEP tests; prohibit the use of
NAEP assessments by agents of the federal government to influence state or
LEA instructional programs or assessments; provide for review of complaints
about NAEP tests; and specify that at least two members of the National
Assessment Governing Board must be parents who are not employed by any
educational agency.Adequate Yearly
Progress (AYP)
standardsStates were to select AYP standards and apply
these to participating LEAs and schools; there
was no requirement for AYP standards for states
overall. Schools and LEAs could limit the
application of these standards to the specific
pupils served by Title I. The previous statutory
provisions regarding AYP standards were
relatively broad and vague. There was no
explicit requirement for a specific focus on any
high need or other pupil group; and no
requirement that the standards incorporate a goal
of all pupils reaching a proficient level of
achievement by any specific future date. In
practice, there was wide variation among states
in the nature and apparent rigor of their
standards.Previous requirements for state-developed AYP standards have been
substantially expanded in scope and specificity. Such standards now have to be
applied specifically to economically disadvantaged pupils, limited English
proficient (LEP) pupils, pupils with disabilities, and pupils in major racial and
ethnic groups, as well as all pupils, in each public school, LEA, and states
overall. They have to incorporate a goal of all pupils reaching a proficient or
advanced level of achievement by the end of the 2013-14 school year.
In general, a "uniform bar" approach must be employed: states are to set a
threshold percentage (of pupils at proficient or advanced levels) each year that is
applicable to all pupil subgroups. The "uniform bar" must generally be
increased once every three years, although in the initial period it must be
increased after two years. The minimum level for the "uniform bar" in the initial
period is to be based on the greater of the percentage (of pupils at proficient or
advanced levels) for the lowest-achieving pupil group or the threshold
percentage for the lowest-performing quintile of schools statewide in the base
year (2001-2002). Averaging of scores over 2-3 years is allowed. Under a "safe
harbor" provision, a school that does not meet the standard AYP requirements
may still be deemed to meet AYP if it experiences a 10% reduction in the gap
between 100% and the base year for pupil groups that fail to meet the "uniform
bar."For a school to meet AYP standards, 95%+ of relevant pupils must be assessed.
Upcoming Pages
Here’s what’s next.
Search Inside
This report can be searched. Note: Results may vary based on the legibility of text within the document.
Tools / Downloads
Get a copy of this page or view the extracted text.
Citing and Sharing
Basic information for referencing this web page. We also provide extended guidance on usage rights, references, copying or embedding.
Reference the current page of this Report.
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/m1/8/: accessed July 18, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; crediting UNT Libraries Government Documents Department.