Transcript No Child Left Behind - University of Georgia

No Child Left Behind
Impact on Gwinnett County Public
Schools’ Students and Schools
No Child Left Behind Act of 2001
Signed
into law, January 2002
Reauthorizes Elementary and
Secondary Act of 1965
Major Provisions
 All
children achieve to high standards
 Accountability for results
 State and local flexibility
 Focus on what works: scientifically based research
 Public school choice
Title I: Standards and Assessment
 Founded
on 1994 Improving America Schools Act
which:
Assessed reading and mathematics annually at each
school level
 Aligned with state content standards
 Included multiple measures, higher order thinking skills
 Assessed all students with accommodations, as needed
 Produced aggregated results

NCLB - Standards and Assessment
Requires content and performance standards that define
the knowledge and skills expected for all students in the
grade or high school level
 Adds assessments at each grade level, 3-8 in
reading/language arts and mathematics and once in high
school
 Adds science assessments at each of three school levels
(3-5, 6-9, 10-12)
 Requires assessment scores (cut scores) that differentiate
among 2 levels of high achievement and one of lower
achievement

“All students” means
 All
public school students including students who
are:
 Enrolled
in the regular instructional program
 Identified as students with disabilities with reasonable
accommodations (IDEA or 504)
 Identified as students with disabilities whose IEP team
determines they cannot participate in a regular
assessment and must have an alternate
BUT ………………
“All students” means
 Students
whose IEP team determines that s/he
cannot participate in a regular assessment but the
alternate assessment must provide results in at
least reading/language arts, mathematics and
science.
And……….
“All students” means
 Limited
English proficient students:
 With reasonable accommodations
Who cannot be waivered or deferred
 To the extent practicable, who will be assessed in the
language and form likely to yield accurate and reliable
information
 Who will be assessed in English language proficiency
each year

“All students” means
 Migrant
children
 Mobile children, and
 Homeless children
State assessment systems must:
Address the breadth and depth of the State’s academic
content standards
 Be valid, reliable and of high technical quality
 Express student results in terms of achievement of state
standards
 Be coherent across grades and subjects
 Be criterion- referenced or augmented norm-referenced
that yield results on performance against state standards

Assessment results must:
 Be
reported each year
 Be disaggregated by gender, racial and ethnic
groups, English proficiency, migrant status,
students with disabilities, and economically
disadvantaged
 Include 95% of each group
 Provide itemized score analysis
Adequate Yearly Progress (AYP)
 Has
yet to be defined (May 2002 draft rules)
 Includes assessment results that may be averaged
over 3 years and across grades
 Requires inclusion of progress of all subgroups if
the number in the subgroup yields statistically
reliable information
Adequate Yearly Progress
 Needs
to bring all students to proficient within 12
years
 Must include one other non-assessment indicator
that may include more schools in improvement,
but not reduce assessment criteria
 Provides transition year for schools currently
designated for improvement for an additional year
Schools who do not make AYP
After 2 years is identified
as “school improvement”
 Another year without AYP,
2nd year of school
improvement
 Corrective Action, 3rd year
 Restructuring, 4th year


Requires technical assistance,
school choice

Requires technical assistance,
school choice and
supplemental services
Principal and some staff may
be replaced, extend school day
or year
All staff may be replaced
and/or state takes over


Intended Results
 All
students proficient
in reading/language
arts, mathematics and
science,
AND
 No child left behind