| No Child Left Behind (NCLB) |
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The federal No Child Left Behind (NCLB) act of 2001 aims to bring all students up to the proficient
level on state tests by the 2013-14 school year, and to hold states and schools more accountable for results. NCLB
requires all districts and schools receiving Title I funds to meet state "adequate yearly
progress" (AYP) goals for their total student populations and for specified demographic
subgroups, including major ethnic/racial groups, economically disadvantaged students,
limited English proficient (LEP) students, and students with disabilities. If these schools
fail to meet AYP goals for two or more years, they are classified as schools in need of
improvement and face consequences as outlined below.
Consequences for Title I schools that fail to make AYP:
- Failure to meet AYP for two consecutive years: students must be offered a choice
of transferring to other public schools.
- Failure to meet AYP for three consecutive years: students must be offered the
above and supplemental educational services, including private tutoring.
- Failure to meet AYP for four consecutive years: students must be offered the
above and the school must undergo outside corrective actions, which may include
replacing staff or implementing a new curriculum.
- Failure to meet AYP for five consecutive years: students must be offered the
above and the school must plan its restructuring, including possible governance
changes.
- Failure to meet AYP for six or more consecutive years: students must be offered the
above and the school must implement its restructuring plan.
Other NCLB provisions:
NCLB requires states to align tests with state academic standards and begin testing
students on an annual basis in reading and math in grades 3-8 and at least once during
grades 10 through 12 by the 2005-06 school year. It requires the National Assessment of Educational Progress (NAEP) reading and mathematics tests to be administered to a sample of fourth and eighth graders in each state every other year in order to make cross-state
comparisons. NCLB also requires school districts to hire teachers designated as "highly
qualified" to teach core academic subjects in Title I programs. Finally, states must issue
annual local report cards.
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| Adequate Yearly Progress (AYP) |
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NCLB requires states to measure "adequate yearly progress" (AYP) for school districts
and schools receiving Title I funds with the goal of all students reaching the proficient
level on reading/language arts and mathematics tests by the 2013-14 school year. States
must define minimum levels of improvement as measured by standardized tests
chosen by the state. AYP targets must be set for overall achievement and for
subgroups of students, including major ethnic/racial groups, economically disadvantaged
students, limited English proficient (LEP) students and students with disabilities.
If a school fails to meet AYP for two consecutive years, the school is deemed in need of
improvement -- Year 1 and must offer public school choice. If a school fails to meet AYP
for three consecutive years, the school is labeled in need of improvement -- Year 2 and
must offer public school choice and supplemental services, including tutoring. If a school fails to meet AYP
for four consecutive years, the school is labeled in need of improvement -- Year 3 and
must take corrective action. If a school fails to meet AYP for five consecutive years, the
school is labeled in need of improvement -- Year 4 and must plan its restructuring. If a school fails to meet AYP
for six consecutive years, the school is labeled in need of improvement -- Year 5 and must implement a restructuring plan.
A school exits Program Improvement when it meets AYP for two out of three years.
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| Title I Schools |
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Schools where at least 40 percent of the children in the school
attendance area are from low-income families or at least 40 percent of
the student enrollment are from low-income families are eligible to
receive federal Title I funds. The proportion of low-income families is
most frequently measured by the percent of students receiving free and
reduced-price lunch. Title I funds are to be used for programs designed
to improve the academic achievement of children from low-income homes.
Over half of all public schools receive funding under Title I. No Child
Left Behind requires all districts and schools receiving Title I funds
to meet state "adequate yearly progress" (AYP) goals for their total
student populations and for specified demographic subgroups. If a school
receiving federal Title I funding fails to meet the AYP target for two
consecutive years or more, the school is designated in need of
improvement and faces consequences, including public school choice for
students in the school, supplemental services (including
tutoring) for students, certain corrective actions and school
restructuring.
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| NCLB Status of Schools in this District |
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Schools in need of improvement
A Title I school that fails to meet adequate yearly progress (AYP) targets defined by the
state for two or more years is classified as in need of improvement and is subject to the
following consequences:
Schools in need of improvement -- Year 1
The school has failed to meet adequate yearly progress (AYP) goals for two
consecutive years.
School Choice Options & Consequences for Title 1 Schools:
Parents of children in Title I schools have the choice to transfer their children to
schools which are (1) not identified for school improvement and (2) not
identified by the state as a persistently dangerous schools. The law
requires that priority in school choice be given to low-achieving children
from low-income families. However, if all public schools served by the
district are classified as schools in need of improvement, the district should
try to establish a cooperative agreement with other districts in order to
provide school choice. Regardless of whether all schools in a
district are classified as in need of improvement, districts may establish
cooperative agreements with one another. Finally, public school choice must be provided to
eligible students unless prohibited by state law; a district cannot deny
school choice to eligible students due to lack of capacity.
Schools in need of improvement -- Year 2
The school has failed to meet adequate yearly progress (AYP) goals for three
consecutive years.
School Choice Options & Consequences for Title 1 Schools:
Parents of children in Title I schools have the choice to transfer their children to
schools which are (1) not identified for school improvement and (2) not
identified by the state as a persistently dangerous schools. The law
requires that priority in school choice be given to low-achieving children
from low-income families. However, if all public schools served by the
district are classified as schools in need of improvement, the district should
try to establish a cooperative agreement with other districts in order to
provide school choice. Regardless of whether all schools in a
district are classified as in need of improvement, districts may establish
cooperative agreements with one another. Finally, public school choice must be provided to
eligible students unless prohibited by state law; a district cannot deny
school choice to eligible students due to lack of capacity.
Tutoring and other supplemental educational services are made available to
low-income students at the school.
Schools in need of improvement -- Year 3 (Corrective Action)
The school has failed to meet adequate yearly progress (AYP) goals for four
consecutive years.
School Choice Options & Consequences for Title 1 Schools:
Parents of children in Title I schools have the choice to transfer their children to
schools which are (1) not identified for school improvement and (2) not
identified by the state as a persistently dangerous schools. The law
requires that priority in school choice be given to low-achieving children
from low-income families. However, if all public schools served by the
district are classified as schools in need of improvement, the district should
try to establish a cooperative agreement with other districts in order to
provide school choice. Regardless of whether all schools in a
district are classified as in need of improvement, districts may establish
cooperative agreements with one another. Finally, public school choice must be provided to
eligible students unless prohibited by state law; a district cannot deny
school choice to eligible students due to lack of capacity.
Tutoring and other supplemental educational service are made available to
low-income students at the school.
Implement certain corrective actions, including at least one of the
following: replace school staff relevant to the failure, institute and implement a new curriculum, significantly decrease management authority in the school, appoint outside experts to advise the school, extend the school year or school day, and restructure internal organization of the school.
Schools in need of improvement -- Year 4 (Restructuring-planning)
The school has failed to meet adequate yearly progress (AYP) goals after one or more years
of corrective action (five years of failing to meet AYP goals).
School Choice Options & Consequences for Title 1 Schools:
Parents of children in Title I schools have the choice to transfer their children to
schools which are (1) not identified for school improvement and (2) not
identified by the state as a persistently dangerous schools. The law
requires that priority in school choice be given to low-achieving children
from low-income families. However, if all public schools served by the
district are classified as schools in need of improvement, the district should
try to establish a cooperative agreement with other districts in order to
provide school choice. Regardless of whether all schools in a
district are classified as in need of improvement, districts may establish
cooperative agreements with one another. Finally, public school choice must be provided to
eligible students unless prohibited by state law; a district cannot deny
school choice to eligible students due to lack of capacity.
Tutoring and other supplemental educational service are made available to
low-income students at the school.
Prepare a plan to restructure the school. The plan should include of one
of the following alternative governance arrangements: reopen the school as a public charter school; replace all or most of the school staff, including the principal; enter into a contract with an entity, such as a private management company, with a demonstrated record of effectiveness to operate the school; state takeover; and/or any other major restructuring of the school's governance
arrangement.
Schools in need of improvement -- Year 5 or more (Restructuring-implementation)
The school has failed to meet adequate yearly progress (AYP) goals after one or more years
of corrective action (six or more years of failing to meet AYP goals).
School Choice Options & Consequences for Title 1 Schools:
Parents of children in Title I schools have the choice to transfer their children to
schools which are (1) not identified for school improvement and (2) not
identified by the state as a persistently dangerous schools. The law
requires that priority in school choice be given to low-achieving children
from low-income families. However, if all public schools served by the
district are classified as schools in need of improvement, the district should
try to establish a cooperative agreement with other districts in order to
provide school choice. Regardless of whether all schools in a
district are classified as in need of improvement, districts may establish
cooperative agreements with one another. Finally, public school choice must be provided to
eligible students unless prohibited by state law; a district cannot deny
school choice to eligible students due to lack of capacity.
Tutoring and other supplemental educational service are made available to
low-income students at the school.
Implement a plan to restructure the school, with one
of the following alternative governance arrangements: reopen the school as a public charter school; replace all or most of the school staff, including the principal; enter into a contract with an entity, such as a private management company, with a demonstrated record of effectiveness to operate the school; state takeover; and/or any other major restructuring of the school's governance
arrangement.
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| Schools that may be available for transfer |
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States are required to notify parents of students eligible for school choice about schools
qualified to accept transfers.
Students may not transfer to schools classified as in need of
improvement or identified as persistently dangerous.
Districts cannot use lack of physical capacity to
deny public school choice. While school choices will generally be limited to the district,
occasionally students may be offered school options outside their own district.
If all
public schools served by the district are classified as schools in need of improvement, the
district is required to try to establish a cooperative agreement with other districts in order
to provide school choice.
If it is not possible to offer choice to all students requesting it, then priority must be given to the lowest achieving, low-income students.
The school district must pay for, or provide, transportation to the new school.
In addition, regardless of whether all schools in a district are
classified as in need of improvement, districts may establish cooperative agreements with one another.
Finally, choice must be provided to eligible students unless prohibited by state law.
To learn more about school choice options, check this publication from the U.S. Department of Education:
Innovations in Education: Creating Strong District School Choice Programs
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| State-approved Tutoring and Other Supplemental Services |
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Students in Title I schools that are in need of improvement -- Year 2 (fail to meet adequate
yearly progress {AYP} goals for three consecutive years) are eligible for public school
choice and supplemental education services, which include tutoring or other extra
education services that provide academic aid to students. Parents can choose from a list
of state-approved supplemental service providers (SSPs), which are generally available on
state Department of Education Web sites.
To find out which supplemental services are available in your district, and if your child is eligible, contact your school district office directly.
To learn more about supplemental services, how to find state-approved services in your community, and what questions to ask of supplemental service providers, check the Tutorsforkids.org Web Site.
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