State Implementation of No Child Left Behind

1
State Implementation of No Child Left Behind

• Daria Hall, The Education Trust
• National PTA Annual Convention
• June 30, 2007

2
Where do we stand now?

• National Assessment of Educational Progress

3
2005 NAEP Grade 4 ReadingAll Students, Nation
Source National Center for Education
Statistics, NAEP Data Explorer,
http//nces.ed.gov/nationsreportcard/nde/
4
Students at the basic level in grade 4 reading
can

• Recognize literal information from text
• Identify traits describing a passages main
  character

Source National Center for Education
Statistics, NAEP item map, http//www.nces.ed.gov/
natiosreportcard/
5
2005 NAEP Grade 4 Readingby Race/Ethnicity,
Nation
Source National Center for Education
Statistics, NAEP Data Explorer,
http//nces.ed.gov/nationsreportcard/nde/
6
2005 NAEP Grade 4 Readingby Income Status, Nation
Source National Center for Education
Statistics, NAEP Data Explorer,
http//nces.ed.gov/nationsreportcard/nde/
7
2005 NAEP Grade 8 MathAll Students, Nation
Source National Center for Education
Statistics, NAEP Data Explorer,
http//nces.ed.gov/nationsreportcard/nde/
8
Students at the basic level in grade 8 math can

• Solve a story problem with multiple operations
• Draw the reflection of a figure

Source National Center for Education
Statistics, NAEP item map, http//www.nces.ed.gov/
natiosreportcard/
9
2005 NAEP Grade 8 Mathby Race/Ethnicity, Nation
Source National Center for Education
Statistics, NAEP Data Explorer,
http//nces.ed.gov/nationsreportcard/nde/
10
2005 NAEP Grade 8 Mathby Income Status, Nation
Source National Center for Education
Statistics, NAEP Data Explorer,
http//nces.ed.gov/nationsreportcard/nde/
11
Where does this leave us at the end of high
school?
12
African American and Latino 17 Year-Olds Do Math
at Same Levels As White 13 Year-Olds
Source National Center for Education
Statistics, NAEP 2004 Trends in Academic Progress
13
African American and Latino 17 Year-Olds Read at
Same Levels As White 13 Year-Olds
Source National Center for Education
Statistics, NAEP 2004 Trends in Academic Progress
14
And this is of the students who stay in through
12th grade.
15
Of Every 100 Students in 9th Grade

• 90 will make it to 10th grade
• 81 will make it to 11th grade
• 76 will make it to 12th grade
• 70 will graduate on-time

Source Ed Week, EPE Research Center, Diploma
Counts 2007, uses the Cumulative Promotion Index
(CPI).
16
And outcomes are much worse for some groups of
studentsOn-Time High School Graduation, Class of
2004
Source Ed Week, Diploma Counts 2006, uses the
Cumulative Promotion Index (CPI).
17
Gaps in achievement begin before children arrive
at the schoolhouse door.

• But, rather than organizing our educational
  system to ameliorate this problem, we organize it
  to exacerbate the problem.

18
How?

• By giving students who arrive with less,
• less in school, too.

19
Resource Inequity
20
NationInequities in State and Local Revenue Per
Student
Source The Education Trust, Funding Gaps 2006.
Data are for 2004
21
Inequities in Teacher Quality
22
Poor and Minority Students Get More
Inexperienced Teachers
High poverty Low poverty
High minority Low minority
Teachers with 3 or fewer years of experience.
Note High poverty refers to the top quartile of
schools with students eligible for free/reduced
price lunch. Low poverty-bottom quartile of
schools with students eligible for free/reduced
price lunch. High minority-top quartile those
schools with the highest concentrations of
minority students. Low minority-bottom quartile
of schools with the lowest concentrations of
minority students
Source National Center for Education Statistics,
Monitoring Quality An Indicators Report,
December 2000.
23
More Classes in High-Poverty, High-Minority
Schools Taught By Out-of-Field Teachers
High poverty Low poverty
High minority Low minority
Note High Poverty school-50 or more of the
students are eligible for free/reduced price
lunch. Low-poverty school -15 or fewer of the
students are eligible for free/reduced price
lunch. High-minority school - 50 or more of
the students are nonwhite. Low-minority school-
15 or fewer of the students are nonwhite.
Teachers lacking a college major or minor in the
field. Data for secondary-level core academic
classes. Source Craig D. Jerald, All Talk, No
Action Putting an End to Out-of-Field Teaching,
The Education Trust, 2002.
24
Inequities in Access to a Rigorous Curriculum
25
American Indian, African American, and Latino
High School Grads Are Less Likely to Have
Completed Advanced Math and Science Courses
Source U.S. Department of Education, NCES,
Condition of Education 2004, p 148. Data from
2000 NAEP High School Transcript
Study.
26
Students of Color are Less Likely to Attend High
Schools that Offer High-Level Math Courses
Source Clifford Adelman, U.S. Department of
Education, The Toolbox Revisited, 2006.
27
Course titles are not enough. Huge differences
in content and rigor exist even within the same
courses
28
Grade 10 Writing Assignment
A frequent theme in literature is the conflict
between the individual and society. From
literature you have read, select a character who
struggled with society. In a well-developed
essay, identify the character and explain why
this characters conflict with society is
important.
29
Grade 10 Writing Assignment
Write a composition of at least 4 paragraphs on
Martin Luther Kings most important contribution
to this society. Illustrate your work with a
neat cover page. Neatness counts.
30
Achievement gaps are real, pervasive, and
damaging.

• But they are NOT inevitable.

31
(No Transcript)
32
These schools dispel the destructive myth that
poor kids and kids of color cant learn. And
they provide us with concrete examples of success.
33
Frankford ElementaryFrankford, Delaware

• 449 Students in Grades PreK-5
• 29 African American
• 34 Latino
• 34 White
• 76 Low-Income

Source Delaware Department of Education Online
School Profiles, http//issm.doe.state.de.us/profi
les/EntitySearch.ASPX
34
Frankford ElementaryClosing Gaps, Grade 5 Reading
Source Delaware Department of Education, DSTP
Online Reports, http//dstp.doe.k12.de.us/DSTPmart
/default.asp
35
Frankford ElementaryClosing Gaps, Grade 5 Math
Source Delaware Department of Education, DSTP
Online Reports, http//dstp.doe.k12.de.us/DSTPmart
/default.asp
36
Frankford ElementaryHigher Proficiency Rates
than the State, Grade 3 Reading
Source Delaware Department of Education, DSTP
Online Reports, http//dstp.doe.k12.de.us/DSTPmart
/default.asp
37
Daytons Bluff Achievement Plus ElementarySt.
Paul, Minnesota

• 312 Students in Grades K-6
• 48 African American
• 21 Asian
• 14 Latino
• 15 White
• 92 Low-Income

Source Minnesota Department of Education School
Report Card, http//education.state.mn.us/ReportCa
rd2005/
38
Daytons Bluff ElementaryImprovement Over Time,
Grade 5 Math
Source Minnesota Department of Education School
Report Card, http//education.state.mn.us/ReportCa
rd2005/
39
Elmont Memorial Junior-Senior High SchoolElmont,
New York

• 1,966 Students in Grades 7-12
• 75 African American
• 12 Latino
• 24 Low-Income

Source New York State School Report Card,
http//www.emsc.nysed.gov/irts/reportcard/
40
Elmont MemorialHigh Performance Over Time
Source New York State School Report Card,
http//www.emsc.nysed.gov/irts/reportcard/
41
Elmont MemorialHigher Percentage of Students
Meeting Graduation Requirements then the State,
Regents English
Source New York State School Report Card,
http//www.emsc.nysed.gov/irts/reportcard/
42
Elmont MemorialHigher Percentage of Students
Meeting Graduation Requirements then the State,
Regents Math
Source New York State School Report Card,
http//www.emsc.nysed.gov/irts/reportcard/
43
Granger High SchoolGranger, Washington

• 333 Students in grades 9-12
• 81 Latino
• 84 Low-Income

44
GrangerRaising AchievementGrade 10 Reading,
Overall
Source School Information Partnership,
http//www.schoolmatters.com
45
What do we know about these schools that are
getting much better results?

• They focus on what they can do, rather than what
  they cant
• They have unyieldingly high expectations for all
  students
• They leave nothing about teaching and learning to
  chance
• They know that good instruction matters most

46
No Child Left Behind

• What does the law require?
• What are states responsible for?

47
Standards

• Standards define what students should know and be
  able to do

48
Standards

• The law requires
• That content standards be set
• for each grade level
• in reading, math, and now science
• That all students be held to the same set of
  standards in a given state

49
Standards

• States are responsible for
• Developing and defining their content standards
• Creating assessments that are aligned with their
  content standards
• Determining achievement standards on those
  assessments

50
This results in different expectations for
students based on the state in which they live

• What it means to be proficient in one state is
  different from what it means to be proficient in
  another state

51
Grade 4 Reading Achievement, 2005NAEP
Source The Education Trust, Education Watch
2006, http//66.43.154.408001/projects/edtrust/in
dex.html
52
Grade 4 Reading Achievement, 2005NAEP and State
Assessment
Source The Education Trust, Education Watch
2006, http//66.43.154.408001/projects/edtrust/in
dex.html
53
Differences Across the NationGrade 4 Reading,
2005
Source U.S. Department of Education, IES, NCES,
National Assessment of Educational Progress
(NAEP), 2005 Reading Assessment, and National
Longitudinal School-Level State Assessment Score
Database (NLSLSASD).
54
Adequate Yearly Progress (AYP)

• Schools must make progress in getting all
  students to meet standards

55
Adequate Yearly Progress

• The law requires
• That all states set a goal of getting 100 of
  students to proficiency by 2014
• That schools and districts are held accountable
  for making progress toward that goal

56
Adequate Yearly Progress

• States are responsible for
• Determining how student achievement will be
  measured
• Status
• Index
• Growth (USDOE has allowed states to apply for a
  growth-model pilot program)

57
Status Model

• Full credit students who are proficient or above,
  no credit for students who are not proficient
• This years students must achieve proficiency at
  higher rate than last years students

58
Index Model

• Differentiated credit for students at different
  levels of achievement
• This years students must achieve proficiency at
  higher rate than last years students

59
Growth Models (Under Pilot Program)

• Credit for individual students who are on-track
  to be proficient within a set number of years

60
Adequate Yearly Progress

• States are responsible for
• Setting intermediate targets (AMOs) for schools
  and districts that will put them on a trajectory
  to meet the goal of 100 proficiency by 2014

AMOs Annual Measurable Objectives
61
Math AMOs
Note New Hampshire AMOs for grades 3-8.
Source Consolidated State Accountability
Workbook for New Hampshire
62
Math AMOs
Note New Hampshire AMOs for grades 3-8, Rhode
Island AMOs for middle schools.
Source Consolidated State Accountability
Workbooks for New Hampshire and Rhode Island
63
Adequate Yearly Progress

• States are responsible for
• Ensuring that AYP determinations are valid and
  reliable
• N-size
• Confidence Interval

64
N-SizeHow many students in a group for the
school to be accountable for that group?

• Maryland 5
• Minnesota 20
• Arizona 40
• Texas 50 (if group is 10 of all
  students), or 200

Source Consolidated State Application
Accountability Workbooks
65
Confidence IntervalsHow They Work

• If the state target is 50 proficient and a
  confidence interval is applied, what percentage
  of students must actually score proficient to
  meet that target?

Source Center on Education Policy 2006, From
the Capital to the Classroom Year 4 of the No
Child Left Behind Act
66
Confidence Intervals in One Maryland School
Source http//www.mdreportcard.org/
67
Confidence Intervals

• Effect of the 99 confidence interval in Kentucky

Source Center on Education Policy 2006, From
the Capital to the Classroom Year 4 of the No
Child Left Behind Act
68
Adequate Yearly Progress

• States are responsible for
• Choosing an Additional Academic Indictor for
  elementary and middle schools

69
Additional Indicator Attendance Rate
Source Consolidated State Application
Accountability Workbooks
70
Other Additional Indicators

• California Academic Performance Index (API)
• Colorado percentage of students performing at
  the advanced level on reading and math
  assessments
• Hawaii retention rate

Source Consolidated State Application
Accountability Workbooks
71
Adequate Yearly Progress

• States are responsible for
• Defining graduation-rate calculations and targets
  for high schools

72
North Carolinas graduation-rate definition prior
to 2005-06

• Number of Graduates who Received their Diploma in
  Four Years or Less
• Number of Graduates

Source North Carolina Consolidated State
Performance Report for 2002-03
73
North Carolinas State-Reported Graduation Rate
vs. Independent Estimate
Sources North Carolina Consolidated State
Performance Report for School Year 2004-05
National Center for Education
Statistics, Public School Elementary and
Secondary School Student Enrollment,
High School Completions, and Staff From the
Common Core of Data School Year 2005-06

74
States have committed to a common, accurate
calculation

• Number of regular diploma recipients
• Number of first-time 9th graders 4 years earlier,
  plus transfers in, minus transfers out

75
Massachusetts4-Year Cohort Rate vs. Independent
Estimate
Sources Massachusetts Department of Education,
http//profiles.doe.mass.edu/state.asp
National Center for Education Statistics,
Public School Elementary and Secondary School
Student Enrollment, High School
Completions, and Staff From the Common Core of
Data School Year 2005-06
76
While all 50 states have committed to calculating
the new, more accurate rate, 41 plan to use a
different rate for accountability purposes.
Source National Governors Association,
Implementing Graduation Counts State Progress to
Date.
77
And whatever rate theyre using for
accountability, the goals are far too low.
78
Improvement Targets for High School Graduation
Rates

• 26 states hold high schools accountable for
  making any progress from the previous year
• 4 states hold high schools accountable for
  improving by one-tenth of one percent from the
  previous year
• 3 states hold high schools accountable for not
  losing ground from the previous year

Source Approved State Accountability Plans
posted on the U.S. Department of Educations
website as of April 7, 2006.
79
School Improvement

• States must intervene in schools that
  consistently fall below achievement targets

80
School Improvement

• The law requires
• Schools that havent meet targets for 5
  consecutive years must implement at least one of
  the following corrective actions
• Appoint an outside expert to advise the school
• Institute a new curriculum, including appropriate
  professional development for teachers
• Extend the school day or school year
• Restructure the schools internal organizational
  structure
• Significantly decrease management authority at
  the school level
• Replace the school staff who are relevant to the
  failure to make AYP

81
School Improvement

• The law requires
• Schools that havent meet targets for 7
  consecutive years must implement an alternate
  governance plan that includes one of the
  following
• Reopen as a public charter school
• Replace all or most of the staff responsible for
  the lack of progress
• Enter into a contract with a private company to
  operate the school
• Turn over operation and management of the school
  to the state
• Implement other fundamental reforms

82
School Improvement

• States are responsible for
• Choosing which of these options are appropriate
  for each school
• Implementing the reforms

83
State Support and Intervention in Schools in
Need of Improvement Varies Dramatically

• Arizona requires districts to contract with
  state-approved external facilitators
• Virginia assigns high-performing principals,
  known as turnaround specialists
• Ohio uses district-level coaches
• New York supports regional school support centers

Source Center for American Progress, School
Improvement Under NCLB, http//www.americanprogres
s.org/kf/mcclure3-03-2005.pdf
84
Teacher Quality

• States must ensure that all students are taught
  by qualified teachers

85
Teacher Quality

• The law requires
• All teachers must be highly qualified, meaning
  they
• Meet state certification requirements and have a
  valid state license
• Have at least a college degree
• Demonstrate knowledge in subject(s) theyre
  teaching

86
Teacher Quality

• States are responsible for
• Setting certification requirements
• Determining how veteran teachers demonstrate
  content knowledge (High Objective Uniform State
  Standard of Evaluation, or HOUSSE)

87
New Jersey HOUSSE

• Veteran teachers must earn 10 points on the NJ
  House
• Standard Content Knowledge Matrix
• 4 points must be earned by taking or teaching
  content area college coursework
• 6 points can be earned in content area
  professional activities which include
• service on a committee to develop, select,
  evaluate local, state, and/or national content
  standards, curriculum, assessments
• Making content-specific presentation in subject
  area
• Publishing an article addressing content
  knowledge and/or content specific pedagogy

The New Jersey Model for Identifying Highly
Qualified Teachers 2005-2006 Edition
http//www.state.nj.us/njded/profdev/hqt/house.pdf
pgs 29-35
88
Maine HOUSSE

• Teachers must earn 100 points on the appropriate
  Maine
• Housse Rubric for their grade level and subject
  area
• Up to 50 points can be earned for teaching
  experience in the content area
• Other ways to earn points (must be content
  specific)
• Taking college courses
• Team leader/dept chair
• Student teaching
• Academic club sponsor
• Working with a mentor/support team
• Conference workshop presenter
• Local grant writer, recipient, reviewer,
• Sabbaticals

Maine Content Knowledge Rubrics and Worksheets.
Maine Department of Education 05-14-04
http//www.maine.gov/education/hqtp/HOUSSE-Rubrics
20and20Worksheets.pdf
89
Public Information

• Information on student achievement should be made
  available to parents and members of the public.

90
Public Information

• The law requires
• That each school, district, and state issue a
  publicly available, yearly report card
• That each report card show
• Student achievement levels overall and by
  subgroup
• Teacher qualifications

91
Public Information

• States are responsible for
• Developing and formatting the report cards
• Determining how the report cards will be made
  available

92
WisconsinData Reporting
Source Wisconsin Department of Education,
WINSS, http//dpi.wi.gov/sig/index.html
93
WisconsinData Reporting
Source Wisconsin Department of Education,
WINSS, http//dpi.wi.gov/sig/index.html
94
WisconsinData Reporting
Source Wisconsin Department of Education,
WINSS, http//dpi.wi.gov/sig/index.html
95
MississippiData Reporting
Source Mississippi Department of Education,
MAARS, http//orsap.mde.k12.ms.us8080/MAARS/index
Processor.jsp
96
Parent Rights Under NCLB
97
Right to Teacher Quality Information

• Do all of your childs teachers meet state
  certification requirements and have a license?
• Are all of your childs teachers licensed in the
  subjects they teach?
• Have all of your childs teachers taken exams to
  demonstrate that they are knowledgeable in each
  subject they are assigned to teach?

Source The Education Trust, Fact Sheets Using
NCLB for School Improvement, 2003
98
Right to Information on Standards

• Do you have a copy of your states academic
  standards?
• Do your childs teachers use the state standards
  to ensure that the curriculum and assignments are
  challenging and on grade-level?
• Is your childs homework and class work aligned
  to the state standards?

Source The Education Trust, Fact Sheets Using
NCLB for School Improvement, 2003
99
Right to Assessment Information

• Do the state assessments test the concepts,
  skills, and knowledge contained in the state
  standards?
• Does your district have a curriculum that is
  aligned with what is required to do well on the
  assessments?
• Do teachers receive assessment results in a
  timely fashion so that they can be used to
  improve instruction?

Source The Education Trust, Fact Sheets Using
NCLB for School Improvement, 2003
100
Right to Data

• Are you able to find the data (school report
  card) that your state releases?
• Is the data released in a timely fashion?
• Is the data presented in a format that is easy to
  understand?
• Are you able to determine how well your childs
  school is performing in comparison to other
  schools?

Source The Education Trust, Fact Sheets Using
NCLB for School Improvement, 2003
101
Right to Assist with School Improvement Efforts

• Do you know whether your school has been
  identified for improvement? If so,
• Were you sent a notice on how you can get
  involved in the improvement efforts?
• Have you seen the school improvement plan?
• Does it include data showing the areas that need
  to be improved?
• Does it outline strategies that will be used to
  raise student achievement?
• Does it inform parents of eligibility for
  supplemental services or school transfer?

Source The Education Trust, Fact Sheets Using
NCLB for School Improvement, 2003
102
NCLB Resources
103
State Accountability Workbooks, available on the
US Department of Educations website

• www.ed.gov

104
School-, district-, and state-level data from the
School Information Partnership

• www.schoolmatters.com

105

• Education Trust Parent and Community Guide to
  NCLB
• www.edtrust.org

106

• Education Trust NCLB fact sheets on standards,
  assessment, accountability, data, and more
• www.edtrust.org

107
Whats needed in NCLB Reauthorization?

• Incentive for states to develop college- and
  career-ready standards
• Support for states to develop high-quality
  curriculum materials, provide high-quality
  professional development, and create high-quality
  formative assessments
• Meaningful graduation-rate accountability
• Meaningful accountability for individual student
  learning growth
• Support for states to develop and operate
  longitudinal education data systems

108
Whats needed in NCLB Reauthorization?

• A refined school improvement process to ensure
  that schools in need get more help sooner and
  that consequences for underperformance are
  differentiated and more certain
• More and better support to teachers and
  incentives to states to reward committed and
  effective teachers
• Amending the comparability provisions of Title
  I to ensure that NCLB funds are added to an
  equitable funding basenot used by states and
  districts to compensate for their own unjust
  funding patterns

109
Whats needed in NCLB Reauthorization?

• Increasing the amount of publicly available
  information about school performance and
  improvement efforts.

110

• The Education Trust
• www.edtrust.org
• 202-293-1217