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Paraprofessional Quality and the No Child Left Behind Act of 2001
None
Date:
January 28, 2008
Creator:
unknown
Object Type:
Report
System:
The UNT Digital Library
K-12 Education: Highlights of the No Child Left Behind Act of 2001 (P.L. 107-110)
Report for Congress entailing highlights from the No Child Left Behind Act of 2001 Topics include, provisions, funding, reading programs, special flexibility programs, etc.
Date:
January 15, 2003
Creator:
Riddle, Wayne C.
Object Type:
Report
System:
The UNT Digital Library
Educational Testing: Implementation of ESEA Title I-A Requirements Under the No Child Left Behind Act
This report provides background information on state pupil assessment programs and policies, a description of the Elementary and Secondary Education Act (ESEA) Title I-A assessment requirements as expanded by the No Child Left Behind Act of 2001 (NCLBA), a review of the implementation status of these requirements, and an analysis of related issues which may be addressed by the 108th Congress.
Date:
April 6, 2004
Creator:
Riddle, Wayne C.
Object Type:
Report
System:
The UNT Digital Library
No Child Left Behind Act: States Face Challenges Measuring Academic Growth
Testimony issued by the Government Accountability Office with an abstract that begins "The No Child Left Behind Act (NCLBA) requires that states improve academic performance so that all students reach proficiency in reading and mathematics by 2014 and that achievement gaps close among student groups. States set annual proficiency targets using an approach known as a status model, which calculates test scores 1 year at a time. Some states have interest in using growth models that measure changes in test scores over time to determine if schools are meeting proficiency targets. The Chairman of the Committee on Education and the Workforce asked GAO to testify on its recent report on measuring academic growth. Specifically, this testimony discusses (1) how many states are using growth models and for what purposes, (2) how growth models can measure progress toward achieving key NCLBA goals, and (3) what challenges states face in using growth models especially to meet the law's key goals. While growth models may be defined as tracking the same students over time, GAO used a definition that also included tracking the performance of schools and groups of students. In comments on the report, Education said that this definition could be confusing. …
Date:
July 27, 2006
Creator:
United States. Government Accountability Office.
Object Type:
Text
System:
The UNT Digital Library
No Child Left Behind Act: Education Actions Needed to Improve Implementation and Evaluation of Supplemental Educational Services
Testimony issued by the Government Accountability Office with an abstract that begins "The No Child Left Behind Act (NCLBA) requires districts with schools receiving Title I funds that have not met state performance goals for 3 consecutive years to offer low-income students enrolled in these schools supplemental educational services (SES), such as tutoring. This testimony discusses early implementation of SES, including (1) how SES participation changed in recent years; (2) how providers work with districts to deliver services; (3) how states monitor and evaluate SES; and (4) how the Department of Education (Education) monitors and supports SES implementation. This testimony is based on an August 2006 report (GAO-06-758). For this report, GAO used the best available data on participation and obtained more recent information on other SES implementation issues through a state survey and a district survey, as well as visits to four school districts and interviews with providers."
Date:
September 21, 2006
Creator:
United States. Government Accountability Office.
Object Type:
Text
System:
The UNT Digital Library
No Child Left Behind Act: Education Actions May Help Improve Implementation and Evaluation of Supplemental Educational Services
Testimony issued by the Government Accountability Office with an abstract that begins "The No Child Left Behind Act (NCLBA) requires districts with schools that receive Title I funds and that have not met state performance goals for 3 consecutive years to offer low-income students supplemental educational services (SES), such as tutoring. This testimony discusses early implementation of SES, including how (1) SES participation changed in recent years; (2) providers work with districts to deliver services; (3) states monitor and evaluate SES; and (4) the U.S. Department of Education (Education) monitors and supports SES implementation. This testimony is based on an August 2006 report (GAO-06-758) and also provides information on actions Education has taken that respond to our recommendations. For the report, GAO surveyed all states and a nationally representative sample of districts with schools required to offer SES, visited four school districts, and interviewed SES providers."
Date:
April 18, 2007
Creator:
United States. Government Accountability Office.
Object Type:
Text
System:
The UNT Digital Library
No Child Left Behind Act: Education Assistance Could Help States Better Measure Progress of Students with Limited English Proficiency
Testimony issued by the Government Accountability Office with an abstract that begins "The No Child Left Behind Act of 2001 (NCLBA) focused attention on the academic achievement of more than 5 million students with limited English proficiency. Obtaining valid test results for these students is challenging, given their language barriers. This testimony describes (1) the extent to which these students are meeting annual academic progress goals, (2) what states have done to ensure the validity of their academic assessments, (3) what states are doing to ensure the validity of their English language proficiency assessments, and (4) how the U.S. Department of Education (Education) is supporting states' efforts to meet NCLBA's assessment requirements for these students. This testimony is based on a July 2006 report (GAO-06-815). To collect the information for this report, we convened a group of experts and studied five states (California, Nebraska, New York, North Carolina, and Texas). We also conducted a state survey and reviewed state and Education documents."
Date:
March 23, 2007
Creator:
United States. Government Accountability Office.
Object Type:
Text
System:
The UNT Digital Library
No Child Left Behind Act: Improvements Needed in Education's Process for Tracking States' Implementation of Key Provisions
A letter report issued by the Government Accountability Office with an abstract that begins "The No Child Left Behind Act of 2001 (NCLBA) has focused national attention on improving the academic achievement of the nations' 48 million students by establishing a deadline--school year 2013-14--for public schools to ensure that all students are proficient in reading and math. Accordingly, states, the District of Columbia, and Puerto Rico developed plans that set goals for increasing the numbers of students who attain proficiency on state tests each year, with all meeting goals by 2014. To provide information about states' efforts, GAO determined (1) what goals states established for student proficiency and their implications for whether schools will meet these goals; (2) what factors facilitated or impeded selected state and school district implementation efforts; and (3) how the Department of Education (Education) supported state efforts and approved state plans to meet student proficiency requirements."
Date:
September 30, 2004
Creator:
United States. Government Accountability Office.
Object Type:
Report
System:
The UNT Digital Library
Adequate Yearly Progress (AYP): Implementation of the No Child Left Behind Act
This report is intended to provide an overview of the Adequate Yearly Process (AYP) concept and several related issues, a description of the AYP provisions of the No Child Left Behind Act, and an analysis of the implementation of these provisions by the U.S. Department of Education (ED) and the states. It will be updated when major administrative actions are taken by ED, or substantial new data on state implementation become available.
Date:
October 31, 2008
Creator:
Riddle, Wayne C.
Object Type:
Report
System:
The UNT Digital Library
Adequate Yearly Progress (AYP): Implementation of the No Child Left Behind Act
This report is intended to provide an overview of the Adequate Yearly Process (AYP) concept and several related issues, a description of the AYP provisions of the No Child Left Behind Act, and an analysis of the implementation of these provisions by the U.S. Department of Education (ED) and the states. It will be updated when major administrative actions are taken by ED, or substantial new data on state implementation become available.
Date:
August 2, 2007
Creator:
Riddle, Wayne C.
Object Type:
Report
System:
The UNT Digital Library
Adequate Yearly Progress (AYP): Implementation of the No Child Left Behind Act
This report is intended to provide an overview of the Adequate Yearly Process (AYP) concept and several related issues, a description of the AYP provisions of the No Child Left Behind Act, and an analysis of the implementation of these provisions by the U.S. Department of Education (ED) and the states. It will be updated when major administrative actions are taken by ED, or substantial new data on state implementation become available.
Date:
July 28, 2004
Creator:
Riddle, Wayne
Object Type:
Report
System:
The UNT Digital Library
Adequate Yearly Progress (AYP): Implementation of the No Child Left Behind Act
This report is intended to provide an overview of the Adequate Yearly Process (AYP) concept and several related issues, a description of the AYP provisions of the No Child Left Behind Act, and an analysis of the implementation of these provisions by the U.S. Department of Education (ED) and the states. It will be updated when major administrative actions are taken by ED, or substantial new data on state implementation become available.
Date:
October 26, 2005
Creator:
Riddle, Wayne C.
Object Type:
Report
System:
The UNT Digital Library
Adequate Yearly Progress (AYP): Implementation of the No Child Left Behind Act
This report is intended to provide an overview of the Adequate Yearly Process (AYP) concept and several related issues, a description of the AYP provisions of the No Child Left Behind Act, and an analysis of the implementation of these provisions by the U.S. Department of Education (ED) and the states. It will be updated when major administrative actions are taken by ED, or substantial new data on state implementation become available.
Date:
October 26, 2005
Creator:
Riddle, Wayne C.
Object Type:
Report
System:
The UNT Digital Library
Adequate Yearly Progress (AYP): Implementation of the No Child Left Behind Act
This report is intended to provide an overview of the Adequate Yearly Process (AYP) concept and several related issues, a description of the AYP provisions of the No Child Left Behind Act, and an analysis of the implementation of these provisions by the U.S. Department of Education (ED) and the states. It will be updated when major administrative actions are taken by ED, or substantial new data on state implementation become available.
Date:
August 31, 2006
Creator:
Riddle, Wayne C.
Object Type:
Report
System:
The UNT Digital Library
No Child Left Behind Act: Additional Assistance and Research on Effective Strategies Would Help Small Rural Districts
A letter report issued by the Government Accountability Office with an abstract that begins "To improve the academic achievement of the nation's 48 million school-aged children, the No Child Left Behind Act (NCLBA) introduced significant changes to state, district, and school accountability for student performance and teacher qualifications. Congress has raised concerns about difficulties rural districts face implementing NCLBA. GAO is providing NCLBA implementation information on (1) key challenges rural states and districts face, (2) strategies rural districts have developed, (3) expenditures and resources related to rural districts' compliance, and (4) guidance and assistance the Department of Education (Education) is providing. To address these objectives, GAO conducted a nationally representative survey of rural and nonrural school districts. Also GAO interviewed officials in rural states and districts and Education officials."
Date:
September 23, 2004
Creator:
United States. Government Accountability Office.
Object Type:
Report
System:
The UNT Digital Library
No Child Left Behind Act: Enhancements in the Department of Education's Review Process Could Improve State Academic Assessments
A letter report issued by the Government Accountability Office with an abstract that begins "The No Child Left Behind Act of 2001 (NCLBA) requires states to develop high-quality academic assessments aligned with state academic standards. Education has provided states with about $400 million for NCLBA assessment implementation every year since 2002. GAO examined (1) changes in reported state expenditures on assessments, and how states have spent funds; (2) factors states have considered in making decisions about question (item) type and assessment content; (3) challenges states have faced in ensuring that their assessments are valid and reliable; and (4) the extent to which Education has supported state efforts to comply with assessment requirements. GAO surveyed state and District of Columbia assessment directors, analyzed Education and state documents, and interviewed assessment officials from Maryland, Rhode Island, South Dakota, and Texas and eight school districts in addition to assessment vendors and experts."
Date:
September 24, 2009
Creator:
United States. Government Accountability Office.
Object Type:
Report
System:
The UNT Digital Library
No Child Left Behind Act: Most Students with Disabilities Participated in Statewide Assessments, but Inclusion Options Could Be Improved
A letter report issued by the Government Accountability Office with an abstract that begins "The No Child Left Behind Act of 2001 has focused attention on improving the academic achievement of all students, including more than 6 million students with disabilities and requires that all students be assessed. Students with disabilities may be included through accommodations, such as extended time, or alternate assessments, such as teacher observation of student performance. To provide information about the participation of students with disabilities in statewide assessments, GAO determined (1) the extent to which students with disabilities were included in statewide assessments; (2) what issues selected states faced in implementing alternate assessments; and (3) how the U.S. Department of Education (Education) supported states in their efforts to assess students with disabilities."
Date:
July 20, 2005
Creator:
United States. Government Accountability Office.
Object Type:
Report
System:
The UNT Digital Library
No Child Left Behind Act: More Information Would Help States Determine Which Teachers Are Highly Qualified
A letter report issued by the General Accounting Office with an abstract that begins "In December 2001, Congress passed the No Child Left Behind Act (NCLBA). The act required that all teachers of core subjects be highly qualified by the end of the 2005-06 school year and provided funding to help states and districts meet the requirement. In general, the act requires that teachers have a bachelor's degree, meet full state certification, and demonstrate subject area knowledge for every core subject they teach. This report focuses on the (1) number of teachers who met the highly qualified criteria during the 2002-03 school year, (2) conditions that hinder states' and districts' ability to meet the requirement, and (3) activities on which states and districts were planning to spend their Title II funds. GAO surveyed 50 states and the District of Columbia and a nationally representative sample of districts about their plans to implement the requirement. GAO also visited and interviewed officials in 8 states and 16 districts to discuss their efforts to implement the law."
Date:
July 17, 2003
Creator:
United States. General Accounting Office.
Object Type:
Report
System:
The UNT Digital Library
No Child Left Behind Act: Education's Data Improvement Efforts Could Strengthen the Basis for Distributing Title III Funds
A letter report issued by the Government Accountability Office with an abstract that begins "Title III of the No Child Left Behind Act of 2001 (NCLBA) designates federal funds to support the education of students with limited English proficiency and provides for formula-based grants to states. This report describes the data the Education Department used to distribute Title III funds and the implications of data measurement issues for the two allowable sources of data-- American Community Survey (ACS) and state assessment data--for allocating funds across states. In addition, the report describes changes in federal funding to support these students under NCLBA and how states and school districts used these funds as well as Education's Title III oversight and support to states. To address these objectives, GAO reviewed documentation on ACS and state data, interviewed federal and state officials, and collected data from 12 states, 11 districts, and 6 schools."
Date:
December 7, 2006
Creator:
United States. Government Accountability Office.
Object Type:
Report
System:
The UNT Digital Library
No Child Left Behind Act: Education Actions Needed to Improve Local Implementation and State Evaluation of Supplemental Educational Services
A letter report issued by the Government Accountability Office with an abstract that begins "The No Child Left Behind Act of 2001 (NCLBA) requires districts with schools that have not met state performance goals for 3 consecutive years to offer their low-income students supplemental educational services (SES), such as tutoring, if these schools receive Title I funds. SES are provided outside of the regular school day by a state-approved provider, with responsibility for implementation shared by states and districts. GAO examined (1) how SES participation changed between school years 2003-2004 and 2004-2005; (2) how SES providers are working with districts to deliver SES; (3) how states are monitoring and evaluating SES; and (4) how the Department of Education (Education) monitors and supports state implementation of SES. To collect data on SES, GAO surveyed all states and a nationally representative sample of districts with schools required to offer SES. We also visited 4 school districts, interviewed 22 SES providers, reviewed SES-related research, and interviewed Education staff."
Date:
August 4, 2006
Creator:
United States. Government Accountability Office.
Object Type:
Report
System:
The UNT Digital Library
No Child Left Behind Act: States Face Challenges Measuring Academic Growth That Education's Initiatives May Help Address
A letter report issued by the Government Accountability Office with an abstract that begins "The No Child Left Behind Act (NCLBA) requires that states improve academic performance so that all students reach proficiency in reading and math by 2014 and that achievement gaps close among student groups. States set annual proficiency targets using an approach known as a status model, which calculates test scores 1 year at a time. Some states have interest in using growth models that measure changes in test scores over time to determine if schools are meeting proficiency targets. To determine the extent that growth models were consistent with NCLBA's goals, GAO assessed (1) the extent that states have used growth models to measure academic achievement, (2) the extent that growth models can measure progress in achieving key NCLBA goals, and (3) the challenges states may face in using growth models to meet adequate yearly progress (AYP) requirements and how the Department of Education (Education) is assisting the states. To obtain this information, we conducted a national survey and site visits to 4 states. While growth models are typically defined as tracking the same students over time, GAO used a definition that also included tracking schools …
Date:
July 17, 2006
Creator:
United States. Government Accountability Office.
Object Type:
Report
System:
The UNT Digital Library
No Child Left Behind Act: Improved Accessibility to Education's Information Could Help States Further Implement Teacher Qualification Requirements
A letter report issued by the Government Accountability Office with an abstract that begins "The No Child Left Behind Act (NCLBA) of 2001 established qualification requirements that teachers of core academic subjects must meet by the end of the 2005-2006 school year. Congress has appropriated approximately $3 billion a year through the Title II, Part A (Title II), of NCLBA for teacher improvement programs since the law was passed. With the deadline approaching for all teachers to meet the requirements, GAO was asked to examine (1) the status of state efforts to meet NCLBA's teacher qualification requirements, (2) the use of Title II funds in selected districts, and (3) how the U.S. Department of Education (Education) monitors states and assists them with implementation of the requirements. To obtain this information, GAO reviewed teacher qualifications data submitted to Education by 47 states, conducted site visits to 6 states selected for variance in factors such as teacher requirements and geographic location, visited 11 school districts across these states identified as high-need, and interviewed national experts and Education officials."
Date:
November 21, 2005
Creator:
United States. Government Accountability Office.
Object Type:
Report
System:
The UNT Digital Library
No Child Left Behind Act: Education Actions Could Improve the Targeting of School Improvement Funds to Schools Most in Need of Assistance
A letter report issued by the Government Accountability Office with an abstract that begins "Under the No Child Left Behind Act (NCLBA), the federal government provides millions of dollars annually to assist schools that have not met state academic goals. In the 2006-2007 school year, over 10,000 such schools were identified for improvement. NCLBA requires states to set aside 4 percent of their Title I funds to pay for school improvement efforts. GAO was asked to determine (1) the extent to which states have set aside these funds and used other resources for school improvement, (2) which schools received improvement funds and the extent funds are tracked, (3) the activities states and schools have undertaken and how activities are assessed, and (4) how Education supports states' improvement efforts. GAO administered a survey to state education officials and received a 100 percent response rate, matched survey data to an Education database, and conducted site visits to five states."
Date:
February 29, 2008
Creator:
United States. Government Accountability Office.
Object Type:
Report
System:
The UNT Digital Library
No Child Left Behind Act: Education Needs to Provide Additional Technical Assistance and Conduct Implementation Studies for School Choice Provision
A letter report issued by the Government Accountability Office with an abstract that begins "The school choice provision of the No Child Left Behind Act (NCLBA) of 2001 applies to schools that receive Title I funds and that have not met state performance goals for 2 consecutive years, including goals set before the enactment of NCLBA. Students in such schools must be offered the choice to transfer to another school in the district. GAO undertook this review to provide the Congress a report on the first 2 years of the implementation of NCLBA school choice. GAO reviewed (1) the number of Title I schools and students that have been affected nationally, (2) the experiences of selected school districts in implementing choice, and (3) the guidance and technical assistance that Education provided. GAO collected school performance data from all states, interviewed Education officials, and visited 8 school districts in California, Illinois, Ohio, Mississippi, Pennsylvania, Tennessee, and Washington."
Date:
December 10, 2004
Creator:
United States. Government Accountability Office.
Object Type:
Report
System:
The UNT Digital Library