No Child Left Behind

Impact on Gwinnett County Public Schools’ Students and Schools

No Child Left Behind Act of 2001

Signed into law, January 2002Reauthorizes 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 skillsAssessed all students with accommodations, as neededProduced 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 deferredTo 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 ResultsAll students proficient

in reading/language arts, mathematics and science,

AND No child left behind