No Child Left Behind (NCLB)

What is it No Child Left Behind?

No Child Left Behind (NCLB) is the most recent version of a 1965 federal law affecting elementary and secondary education in the US. The law focuses on closing the achievement gap and making sure every child becomes proficient in core subjects like reading and math. To do this, NCLB requires annual testing of all public school students, annual report cards on school performance, the expectation that every child read by the third grade, and that there be a highly qualified teacher in every public classroom.

How does NCLB affect my child?

NCLB was designed to cause improvements that will benefit every student.

NCLB Stresses:

  • Accountability for results
  • Doing what works based on scientific research
  • Expanded parental options
  • Expanded local control and flexibility

One of the law's main expectations is that all children will reach proficiency in core subjects by the 2013-2014 school year.

How does NCLB affect schools?

Resources

Programs and federal funding provided through NCLB go primarily to Title I schools (schools that serve students who live in poverty or are academically at risk in math and reading).

  • Nearly every district, and 399 of Idaho's more than 700 schools, serve Title I students.
  • Nearly 51,000, or about 20% of Idaho's school children are eligible for Title I federal education support.
  • An additional 11,000 children are served in migrant programs.
  • 20,816 are served in limited English proficiency programs.
  • 1,500 are served in homeless programs.

For Idaho schools, these targeted budgets are often the only additional resources they have to close the achievement gap.

Requirements

The law's expectation is for all students to achieve proficiency in reading and math by the 2013-2014 school year. To meet this goal the law requires:

  • Programs and instruction that have been grounded in scientifically based research.
  • Teachers holding a college degree or other state-approved qualifications in the core subjects they teach.
  • School accountability plans.
  • Corrective actions by schools in need of improvement.
  • Schools providing parents with a school report card annually.
  • Students reading at grade level by grade 3.

Four Main Requirements

Using Successful Methods

The law expects states to use scientifically based methods of research that has identified "what works" to help students make academic progress. To say that a program is grounded in scientifically based research means there is reliable evidence that the program works.

Since 2002, Idaho has received more than $11 million in federal reading grant funds to help schools and districts improve children's reading achievement through scientifically based methods of instruction. In addition to school grants, Idaho has held grade level Reading Academies to provide professional development for all K-3 educators, with a focus on the implementation of scientifically based techniques to teach reading.

To learn more about Idaho's Reading First grants, and Reading Academies, visit www.sde.state.id.us/instruct/readingfirst

To learn more about scientifically based research that applies to federal education programs, aside from research on reading, visit www.ed.gov/nclb/methods/whatworks/doing.html

Highly Qualified Teachers

School districts are required to ensure that all Title I teachers* in core academic subjects are "highly qualified".
All teachers must show that they are "highly qualified" by the end of the 2005-2006 school year, by either passing an assessment or completing a uniform evaluation process. In addition, Title I paraprofessionals must have 2 years of postsecondary education or an associate's degree, or must demonstrate the necessary skills on a formal state or local academic assessment. Idaho's definition of "highly qualified" exceeds NCLB standards, which include at least a bachelor's degree and demonstrated content knowledge and skills.

Parents in Title I schools can request the following information about their child's teacher.

  • Whether or not the teacher met state qualifications and licensing criteria for the grade levels and subjects the teacher is teaching
  • Whether the teacher is teaching under emergency or other provisional status through which state qualifications/licensing has been waived.
  • The BA degree major of certification or degree held by teacher, and the field of discipline of the certification or degree.
  • Whether you child is provided services by a teaching assistant and, if so, their qualifications.

*Title I teachers are teachers and paraprofessionals whose position is funded with federal dollars.

Accountability

Academic progress is measured through Annual Testing, set state Academic Standards, Adequate Yearly Progress, and a National Assessment of Educational Progress (NAEP).

NCLB requires states to have academic standards for all public elementary and secondary school children. The standards must apply the same knowledge skills, and levels of achievement to all students. States also must set performance standards that describe 2 levels of high achievement and one level of low achievement. By the 2005-2006 school year, all students in public schools grade 3-8 and any one of grade levels 9-12, must be assessed once annually in math and reading/language arts. Science skills also must be tested once a year in one grade at the elementary, middle, & high school levels by the 2007-2008 school year.

Idaho is on track to meeting these requirements by blending the NCLB assessments with the Idaho Standards Achievement Tests. Idaho standards, proficiency levels, and graduation requirements can be located at www.boardofed.idaho.gov/saa/index.asp

The measure of annual progress toward achieving the standard is called Adequate Yearly Progress (AYP). These goals and objectives are reported for the following student groups:

  • The School as a whole
  • Low-income students
  • Students from major racial and ethnic groups
  • Students with disabilities
  • Students who are English language learners

Schools must test and show required improvements in 95% of their students in each of the above groups. If a school does not meet one or more goals in the same subject for 2 consecutive years, the school is identified as "needs improvement" and sanctions are enforced. Schools will not lose funding, but they will lose flexibility on how their federal funds can be spent. Schools will have to offer school choice and/or create a 2 year plan to improve. You can find your school's complete AYP report at www.sde.state.id.us/admin/ayp04

A National Assessment of Educational Progress, also known as the Nation's Report Card is continuing assessment of what America's students know and can do. All states and schools receiving Title I support must participate in grades 4 & 8 reading and math assessments. Idaho participated in this assessment between January 2005 and March 2005. Results are expected to be published in fall 2005.

Parent Information & Options

Under NCLB states are required to:

  • Make information on student achievements and targets available
  • Provide qualified teachers and make information about teachers available
  • Notify parents of meetings that concern policy related issues
  • Assist parents with choice of schools and/or supplemental services (ie tutoring)

Every school in Idaho publishes a "report card" on progress online at www.sde.state.id.us/dept/testreports.asp
And for a list of state-approved supplemental services online, visit www.sde.state.id.us/SASA/docs/resources/SSProviders/SSPTemplate.htm