Northwest Regional Comprehensive Center
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Elementary and Secondary Education Act (NCLB)
Waiving Away High School Graduation Rate Accountability
The Alliance for Excellent Education released a brief calling on the U.S. Department of Education to ensure that proposals approved through the waiver process do not supersede the department's more rigorous 2008 high school graduation rate regulations. In addition, the Alliance recommends that the Department only approve waiver applications that give equal weight to high school graduation rates and measures of student achievement, while also allowing states to use additional measures of college and career readiness in their accountability systems.
Handbook on Family and Community Engagement Webinar Series
The Handbook on Family and Community Engagement (FACE) is designed to guide state, district, and school Title I personnel in providing high-quality, research-based family and community engagement programs and experiences. Thirty-six experts on a range of topics contributed to the Handbook. A concluding chapter lists specific recommended practices for the state, district, and school. This guide was developed in collaboration with the U.S.
The Accountability Plateau
The Thomas B. Fordham Institute released a report finding that gains in math achievement coincided with the advent of "consequential accountability" first in Texas and a few other pioneer states, then across the U.S. with the implementation of NCLB. The author warns that the recent plateau in Texas math scores may foreshadow a coming stagnation in the country’s performance.
AYP Results for 2010–11
The Center on Education Policy released a report updating previous CEP research with data from the 2010–11 school year on the number of schools not making adequate yearly progress (AYP) under the No Child Left Behind Act (NCLB). The estimated percentage of all U.S. schools not making AYP was 48% in 2011; an all-time high and an increase from 39% in 2010. The report also provides six years of trends in the percentage of schools in all 50 states, D.C., and the nation not making AYP, using official numbers from the State Consolidated Performance Reports submitted to the U.S.
Frequently Asked Questions Regarding the Secretary of Education’s Plan to Waive Major ESEA Requirements
The Center on Education Policy (CEP) released a document answering some frequently asked questions about the U.S. Secretary of Education's authority to grant waivers of Elementary and Secondary Education Act requirements, including how that process works under current provisions, which requirements can currently be waived, and how often this authority has been used in the past.
Frequently Asked Questions about State Accountability Plans and Their Relationship to Waivers
The Center on Education Policy released a document answering some frequently asked questions about accountability plans that states are required to develop under the No Child Left Behind Act. These plans outline each state's policies for implementing NCLB's accountability provisions and timelines for meeting student achievement goals, including the goal of all students reaching proficiency by school year 2013–14.
NCLB Waiver Watch Status
The Center on Education Policy is tracking current developments relating to the federal government's decision to offer waivers to states from some regulatory aspects of the No Child Left Behind law. The status of the waivers changes almost daily as states express interest, formally submit requests, and receive responses from the Department of Education.
ESEA Briefing Book
The Thomas B. Fordham Institute released a paper that identifies 10 issues they believe must be resolved in order to get a renewed/fixed Elementary and Secondary Education Act (ESEA) bill across the finish line and explores the major options under consideration for each one. Should states be required to adopt academic standards tied to college and career readiness? Should the new law provide greater flexibility to states and districts? These are just two of the issues discussed.
Increasing Principal Effectiveness: A Strategic Investment for ESEA
The Center for American Progress released an issue brief offering general principles and recommendations for principal evaluation that outline the important elements that should be included in the reauthorization of ESEA.
How Many Schools and Districts Have Not Made Adequate Yearly Progress? Four-Year Trend
The Center on Education Policy (CEP) recently published a report analyzing trends over four years in the number of schools and school districts that did not make adequate yearly progress (AYP) in raising student achievement under the No Child Left Behind Act (NCLB). Using data from the Consolidated State Performance Reports submitted to the U.S. Department of Education by all 50 states and the District of Columbia, CEP calculated the percentage of schools and districts in the nation and in each state that did not make AYP based on testing in school years 2005–06 through 2008–09.
