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170 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children
Rec
om
men
dati
ons
for
Eff
ecti
ve T
each
ers
for
All
Stu
dent
s, E
ffec
tive
Pri
ncip
als
for
All
Co
mm
unit
ies
Issu
eC
urre
nt S
tatu
te/R
egul
atio
nR
eco
mm
enda
tio
n
Defi
nitio
n of
a H
ighl
y Q
ualifi
ed T
each
er
Secti
on 9
101(
23)
All t
each
ers m
ust b
e hi
ghly
qua
lified
by
the
end
of th
e 20
06–0
7 sc
hool
yea
r (or
igin
ally
200
5–06
scho
ol y
ear,
but e
xten
ded
via
guid
ance
from
the
U.S
. Sec
reta
ry o
f Ed
ucat
ion)
. Hig
hly
qual
ified
is d
efine
d as
pos
sess
ing
state
cer
tifica
tion
or li
cens
ure,
hol
ding
a b
ache
lor’s
de
gree
and
dem
onstr
atin
g su
bjec
t mat
ter k
now
ledg
e.
Hig
hly
Qua
lified
Tea
cher
(HQ
T).
Mai
ntai
n cu
rren
t law
for f
our y
ears
afte
r the
en
actm
ent o
f a re
auth
orize
d N
CLB
as d
escr
ibed
bel
ow in
the
HQ
ET se
ctio
n. A
dd
one
addi
tiona
l way
to a
cqui
re H
QT
stat
us: o
btai
ning
an
adva
nced
cre
dent
ial t
hat
requ
ires m
aste
ry o
f sub
ject
mat
ter a
nd p
edag
ogy
thro
ugh
a co
mpr
ehen
sive
port
folio
ass
essm
ent.
Hig
hly
Qua
lified
and
Effe
ctiv
e Te
ache
r (H
QET
). D
urin
g th
e in
itial
per
iod
of
reau
thor
izatio
n (2
008–
12) a
ll te
ache
rs te
achi
ng c
ore
acad
emic
subj
ects
wou
ld
be re
quire
d to
mee
t HQ
T o
r HQ
ET re
quire
men
ts. H
QET
wou
ld in
clud
e al
l of
the
exist
ing
HQ
T p
rovi
sions
and
wou
ld a
lso re
quire
teac
hers
to m
eet b
oth
of th
e fo
llow
ing
crite
ria:
•
Dem
onstr
atin
g, th
roug
h a
valu
e-ad
ded
met
ric, l
earn
ing
gain
s by
thei
r stu
dent
s in
the
subj
ects
they
teac
h
•
Atta
inin
g on
e of
the
follo
win
g: a
pos
itive
eva
luat
ion
of a
teac
her’s
per
form
ance
by
his
or h
er p
rinci
pal,
or a
pos
itive
eva
luat
ion
of a
teac
her’s
per
form
ance
th
roug
h a
peer
revi
ew p
roce
ss
The
proc
esse
s dev
elop
ed o
r sel
ecte
d fo
r pee
r and
prin
cipa
l rev
iew
s mus
t be
appr
oved
by
a st
ate
or d
istric
t, an
d te
ache
rs a
nd p
rinci
pals
wou
ld b
e re
quire
d to
rece
ive
trai
ning
in
its u
se. Th
e de
mon
strat
ion
of le
arni
ng g
ains
wou
ld b
e w
eigh
ted
no le
ss th
an 5
0 pe
rcen
t of t
he to
tal e
valu
atio
n to
war
d ac
hiev
ing
HQ
ET st
atus
.
All s
tate
s mus
t esta
blish
HQ
ET w
ithin
four
yea
rs o
f ena
ctm
ent o
f a re
auth
orize
d N
CLB
, but
can
impl
emen
t suc
h re
quire
men
ts ea
rlier
if th
ey c
an d
emon
strat
e ab
ility
to m
eet n
eces
sary
dat
a re
quire
men
ts. H
QET
wou
ld r
equi
re e
ach
stat
e to
de
velo
p a
data
syst
em c
apab
le o
f val
ue-a
dded
mea
sure
men
t (tr
acki
ng in
divi
dual
st
uden
t pro
gres
s fro
m y
ear
to y
ear)
. Sta
tes t
hat w
ant t
o in
clud
e gr
owth
in th
eir
adeq
uate
yea
rly p
rogr
ess (
AYP)
cal
cula
tions
wou
ld b
e re
quire
d to
impl
emen
t HQ
ET
requ
irem
ents
at th
e sa
me
time
that
they
impl
emen
t pla
ns fo
r inc
ludi
ng g
row
th in
th
eir A
YP c
alcu
latio
ns.
All t
each
ers i
n a
state
wou
ld b
e re
quire
d to
mee
t the
new
requ
irem
ent o
f HQ
ET o
nce
HQ
ET is
esta
blish
ed in
that
stat
e. Th
e H
ighl
y O
bjec
tive,
Uni
form
, Sta
te S
tand
ard
of
Eval
uatio
n (H
OU
SSE)
pro
cess
for t
each
ers w
ho w
ere
teac
hing
bef
ore
the
pass
age
of
NC
LB w
ould
be
pres
erve
d du
ring
the
reau
thor
izatio
n pe
riod
and
as a
par
t of H
QET
.
Info
rmat
ion
on th
e H
QET
stat
us o
f tea
cher
s wou
ld b
e re
port
ed to
par
ents
on st
ate
and
loca
l rep
ort c
ards
in a
way
that
is si
mila
r to
curr
ent H
QT
repo
rtin
g. Th
e pa
rent
rig
ht-to
-kno
w p
rovi
sions
wou
ld a
lso in
clud
e H
QET
stat
us o
f the
ir ch
ild’s
teac
her.
Thre
e ye
ars o
f ach
ieve
men
t dat
a by
a te
ache
r’s st
uden
ts w
ould
be
used
to d
eter
min
e a
teac
her’s
HQ
ET st
atus
. The
lear
ning
gai
ns o
f a te
ache
r’s st
uden
ts w
ould
be
com
pare
d ag
ains
t the
lear
ning
gai
ns o
f oth
er te
ache
rs in
the
state
usin
g a
valu
e-ad
ded
met
ric.
The
lear
ning
gai
ns o
f spe
cial
edu
catio
n te
ache
rs a
nd te
ache
rs o
f Eng
lish
lang
uage
le
arne
rs w
ould
be
com
pare
d to
oth
er su
ch te
ache
rs in
the
state
. Tea
cher
s who
are
in
the
top
thre
e qu
artil
es o
f pro
duci
ng le
arni
ng g
ains
and
who
also
rece
ive
eith
er a
po
sitiv
e pr
inci
pal e
valu
atio
n or
pee
r rev
iew
wou
ld b
e co
nsid
ered
to h
ave
achi
eved
H
QET
stat
us. O
nce
a te
ache
r obt
ains
HQ
ET st
atus
, tha
t tea
cher
is n
ot re
quire
d to
be
eval
uate
d on
a y
early
bas
is to
mai
ntai
n th
is sta
tus.
Afte
r tw
o of
the
initi
al th
ree
year
s of d
ata
is co
llect
ed, t
each
ers w
ho a
re a
t risk
of n
ot
achi
evin
g H
QET
stat
us w
ould
be
requ
ired
to b
e gi
ven
prof
essio
nal d
evel
opm
ent
and
trai
ning
des
igne
d to
ass
ist th
em in
obt
aini
ng H
QET
stat
us. S
uch
prof
essio
nal
deve
lopm
ent w
ould
be
requ
ired
to b
e co
ntin
ued
for a
tota
l of t
hree
yea
rs. T
itle
II
teac
her q
ualit
y fu
nds w
ould
be
allo
wed
to b
e us
ed fo
r thi
s pur
pose
.
If a
teac
her h
as n
ot a
chie
ved
HQ
ET st
atus
afte
r thr
ee y
ears
of p
rofe
ssio
nal
deve
lopm
ent,
the
scho
ol’s
prin
cipa
l mus
t ann
ually
not
ify p
aren
ts of
the
teac
her’s
in
abili
ty to
ach
ieve
HQ
ET st
atus
. Ach
ieve
men
t dat
a is
gene
rate
d fo
r thr
ee y
ears
. Th
ree
year
s of p
rofe
ssio
nal d
evel
opm
ent s
tart
s afte
r the
seco
nd y
ear o
f dat
a co
llect
ion,
an
d te
ache
rs h
ave
two
mor
e ye
ars t
o at
tain
HQ
ET st
atus
whi
le p
aren
ts ar
e no
tified
. Th
e to
tal t
ime
that
teac
hers
hav
e to
obt
ain
HQ
ET st
atus
is se
ven
year
s. Te
ache
rs w
ho
fail
to g
ain
HQ
ET st
atus
afte
r thi
s sev
en-y
ear p
erio
d w
ould
not
be
perm
itted
to te
ach
in T
itle
I sch
ools.
HQ
ET a
pplie
s onl
y to
subj
ects
in w
hich
NC
LB re
quire
s ass
essm
ents
(pre
sent
ly
read
ing
or la
ngua
ge a
rts,
mat
hem
atic
s and
scie
nce)
, unl
ess a
stat
e, a
t its
optio
n,
expa
nds H
QET
to m
ore
subj
ects
in w
hich
the
state
ass
esse
s per
form
ance
.
The
appl
icat
ion
of
HQ
T to
teac
hers
in
rura
l are
as
Secti
on 9
101(
23)
The
U.S
. Dep
artm
ent o
f Edu
catio
n (U
.S. D
OE)
ha
s iss
ued
guid
ance
to a
llow
teac
hers
in so
me
rura
l di
stric
ts w
ho a
re h
ighl
y qu
alifi
ed in
at l
east
one
subj
ect t
o ha
ve th
ree
year
s to
beco
me
high
ly q
ualifi
ed
in th
e ad
ditio
nal s
ubje
cts t
hey
teac
h. S
uch
teac
hers
m
ust b
e pr
ovid
ed p
rofe
ssio
nal d
evel
opm
ent,
inte
nse
supe
rvisi
on o
r str
uctu
red
men
torin
g as
par
t of
this
flexi
bilit
y.
Inco
rpor
ate
U.S
. DO
E’s a
llow
ance
of t
hree
yea
rs fo
r tea
cher
s in
som
e ru
ral d
istric
ts to
bec
ome
high
ly q
ualifi
ed in
add
ition
al su
bjec
ts in
to th
e sta
tute
. Cla
rify
that
subj
ect
mat
ter c
ompe
tenc
y ca
n be
dem
onstr
ated
thro
ugh
one
test
or o
ne H
OU
SSE
proc
ess,
and
mul
tiple
pro
cess
es a
re n
ot n
eces
sary
.
171Recommendation Tables: Effective Teachers for All Students, Effective Principals for All Communities
Issu
eC
urre
nt S
tatu
te/R
egul
atio
nR
eco
mm
enda
tio
n
Defi
nitio
n of
a H
ighl
y Q
ualifi
ed T
each
er
Secti
on 9
101(
23)
All t
each
ers m
ust b
e hi
ghly
qua
lified
by
the
end
of th
e 20
06–0
7 sc
hool
yea
r (or
igin
ally
200
5–06
scho
ol y
ear,
but e
xten
ded
via
guid
ance
from
the
U.S
. Sec
reta
ry o
f Ed
ucat
ion)
. Hig
hly
qual
ified
is d
efine
d as
pos
sess
ing
state
cer
tifica
tion
or li
cens
ure,
hol
ding
a b
ache
lor’s
de
gree
and
dem
onstr
atin
g su
bjec
t mat
ter k
now
ledg
e.
Hig
hly
Qua
lified
Tea
cher
(HQ
T).
Mai
ntai
n cu
rren
t law
for f
our y
ears
afte
r the
en
actm
ent o
f a re
auth
orize
d N
CLB
as d
escr
ibed
bel
ow in
the
HQ
ET se
ctio
n. A
dd
one
addi
tiona
l way
to a
cqui
re H
QT
stat
us: o
btai
ning
an
adva
nced
cre
dent
ial t
hat
requ
ires m
aste
ry o
f sub
ject
mat
ter a
nd p
edag
ogy
thro
ugh
a co
mpr
ehen
sive
port
folio
ass
essm
ent.
Hig
hly
Qua
lified
and
Effe
ctiv
e Te
ache
r (H
QET
). D
urin
g th
e in
itial
per
iod
of
reau
thor
izatio
n (2
008–
12) a
ll te
ache
rs te
achi
ng c
ore
acad
emic
subj
ects
wou
ld
be re
quire
d to
mee
t HQ
T o
r HQ
ET re
quire
men
ts. H
QET
wou
ld in
clud
e al
l of
the
exist
ing
HQ
T p
rovi
sions
and
wou
ld a
lso re
quire
teac
hers
to m
eet b
oth
of th
e fo
llow
ing
crite
ria:
•
Dem
onstr
atin
g, th
roug
h a
valu
e-ad
ded
met
ric, l
earn
ing
gain
s by
thei
r stu
dent
s in
the
subj
ects
they
teac
h
•
Atta
inin
g on
e of
the
follo
win
g: a
pos
itive
eva
luat
ion
of a
teac
her’s
per
form
ance
by
his
or h
er p
rinci
pal,
or a
pos
itive
eva
luat
ion
of a
teac
her’s
per
form
ance
th
roug
h a
peer
revi
ew p
roce
ss
The
proc
esse
s dev
elop
ed o
r sel
ecte
d fo
r pee
r and
prin
cipa
l rev
iew
s mus
t be
appr
oved
by
a st
ate
or d
istric
t, an
d te
ache
rs a
nd p
rinci
pals
wou
ld b
e re
quire
d to
rece
ive
trai
ning
in
its u
se. Th
e de
mon
strat
ion
of le
arni
ng g
ains
wou
ld b
e w
eigh
ted
no le
ss th
an 5
0 pe
rcen
t of t
he to
tal e
valu
atio
n to
war
d ac
hiev
ing
HQ
ET st
atus
.
All s
tate
s mus
t esta
blish
HQ
ET w
ithin
four
yea
rs o
f ena
ctm
ent o
f a re
auth
orize
d N
CLB
, but
can
impl
emen
t suc
h re
quire
men
ts ea
rlier
if th
ey c
an d
emon
strat
e ab
ility
to m
eet n
eces
sary
dat
a re
quire
men
ts. H
QET
wou
ld r
equi
re e
ach
stat
e to
de
velo
p a
data
syst
em c
apab
le o
f val
ue-a
dded
mea
sure
men
t (tr
acki
ng in
divi
dual
st
uden
t pro
gres
s fro
m y
ear
to y
ear)
. Sta
tes t
hat w
ant t
o in
clud
e gr
owth
in th
eir
adeq
uate
yea
rly p
rogr
ess (
AYP)
cal
cula
tions
wou
ld b
e re
quire
d to
impl
emen
t HQ
ET
requ
irem
ents
at th
e sa
me
time
that
they
impl
emen
t pla
ns fo
r inc
ludi
ng g
row
th in
th
eir A
YP c
alcu
latio
ns.
All t
each
ers i
n a
state
wou
ld b
e re
quire
d to
mee
t the
new
requ
irem
ent o
f HQ
ET o
nce
HQ
ET is
esta
blish
ed in
that
stat
e. Th
e H
ighl
y O
bjec
tive,
Uni
form
, Sta
te S
tand
ard
of
Eval
uatio
n (H
OU
SSE)
pro
cess
for t
each
ers w
ho w
ere
teac
hing
bef
ore
the
pass
age
of
NC
LB w
ould
be
pres
erve
d du
ring
the
reau
thor
izatio
n pe
riod
and
as a
par
t of H
QET
.
Info
rmat
ion
on th
e H
QET
stat
us o
f tea
cher
s wou
ld b
e re
port
ed to
par
ents
on st
ate
and
loca
l rep
ort c
ards
in a
way
that
is si
mila
r to
curr
ent H
QT
repo
rtin
g. Th
e pa
rent
rig
ht-to
-kno
w p
rovi
sions
wou
ld a
lso in
clud
e H
QET
stat
us o
f the
ir ch
ild’s
teac
her.
Thre
e ye
ars o
f ach
ieve
men
t dat
a by
a te
ache
r’s st
uden
ts w
ould
be
used
to d
eter
min
e a
teac
her’s
HQ
ET st
atus
. The
lear
ning
gai
ns o
f a te
ache
r’s st
uden
ts w
ould
be
com
pare
d ag
ains
t the
lear
ning
gai
ns o
f oth
er te
ache
rs in
the
state
usin
g a
valu
e-ad
ded
met
ric.
The
lear
ning
gai
ns o
f spe
cial
edu
catio
n te
ache
rs a
nd te
ache
rs o
f Eng
lish
lang
uage
le
arne
rs w
ould
be
com
pare
d to
oth
er su
ch te
ache
rs in
the
state
. Tea
cher
s who
are
in
the
top
thre
e qu
artil
es o
f pro
duci
ng le
arni
ng g
ains
and
who
also
rece
ive
eith
er a
po
sitiv
e pr
inci
pal e
valu
atio
n or
pee
r rev
iew
wou
ld b
e co
nsid
ered
to h
ave
achi
eved
H
QET
stat
us. O
nce
a te
ache
r obt
ains
HQ
ET st
atus
, tha
t tea
cher
is n
ot re
quire
d to
be
eval
uate
d on
a y
early
bas
is to
mai
ntai
n th
is sta
tus.
Afte
r tw
o of
the
initi
al th
ree
year
s of d
ata
is co
llect
ed, t
each
ers w
ho a
re a
t risk
of n
ot
achi
evin
g H
QET
stat
us w
ould
be
requ
ired
to b
e gi
ven
prof
essio
nal d
evel
opm
ent
and
trai
ning
des
igne
d to
ass
ist th
em in
obt
aini
ng H
QET
stat
us. S
uch
prof
essio
nal
deve
lopm
ent w
ould
be
requ
ired
to b
e co
ntin
ued
for a
tota
l of t
hree
yea
rs. T
itle
II
teac
her q
ualit
y fu
nds w
ould
be
allo
wed
to b
e us
ed fo
r thi
s pur
pose
.
If a
teac
her h
as n
ot a
chie
ved
HQ
ET st
atus
afte
r thr
ee y
ears
of p
rofe
ssio
nal
deve
lopm
ent,
the
scho
ol’s
prin
cipa
l mus
t ann
ually
not
ify p
aren
ts of
the
teac
her’s
in
abili
ty to
ach
ieve
HQ
ET st
atus
. Ach
ieve
men
t dat
a is
gene
rate
d fo
r thr
ee y
ears
. Th
ree
year
s of p
rofe
ssio
nal d
evel
opm
ent s
tart
s afte
r the
seco
nd y
ear o
f dat
a co
llect
ion,
an
d te
ache
rs h
ave
two
mor
e ye
ars t
o at
tain
HQ
ET st
atus
whi
le p
aren
ts ar
e no
tified
. Th
e to
tal t
ime
that
teac
hers
hav
e to
obt
ain
HQ
ET st
atus
is se
ven
year
s. Te
ache
rs w
ho
fail
to g
ain
HQ
ET st
atus
afte
r thi
s sev
en-y
ear p
erio
d w
ould
not
be
perm
itted
to te
ach
in T
itle
I sch
ools.
HQ
ET a
pplie
s onl
y to
subj
ects
in w
hich
NC
LB re
quire
s ass
essm
ents
(pre
sent
ly
read
ing
or la
ngua
ge a
rts,
mat
hem
atic
s and
scie
nce)
, unl
ess a
stat
e, a
t its
optio
n,
expa
nds H
QET
to m
ore
subj
ects
in w
hich
the
state
ass
esse
s per
form
ance
.
The
appl
icat
ion
of
HQ
T to
teac
hers
in
rura
l are
as
Secti
on 9
101(
23)
The
U.S
. Dep
artm
ent o
f Edu
catio
n (U
.S. D
OE)
ha
s iss
ued
guid
ance
to a
llow
teac
hers
in so
me
rura
l di
stric
ts w
ho a
re h
ighl
y qu
alifi
ed in
at l
east
one
subj
ect t
o ha
ve th
ree
year
s to
beco
me
high
ly q
ualifi
ed
in th
e ad
ditio
nal s
ubje
cts t
hey
teac
h. S
uch
teac
hers
m
ust b
e pr
ovid
ed p
rofe
ssio
nal d
evel
opm
ent,
inte
nse
supe
rvisi
on o
r str
uctu
red
men
torin
g as
par
t of
this
flexi
bilit
y.
Inco
rpor
ate
U.S
. DO
E’s a
llow
ance
of t
hree
yea
rs fo
r tea
cher
s in
som
e ru
ral d
istric
ts to
bec
ome
high
ly q
ualifi
ed in
add
ition
al su
bjec
ts in
to th
e sta
tute
. Cla
rify
that
subj
ect
mat
ter c
ompe
tenc
y ca
n be
dem
onstr
ated
thro
ugh
one
test
or o
ne H
OU
SSE
proc
ess,
and
mul
tiple
pro
cess
es a
re n
ot n
eces
sary
.
172 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children
Issu
eC
urre
nt S
tatu
te/R
egul
atio
nR
eco
mm
enda
tio
n
The
appl
icat
ion
of
HQ
T to
spec
ial
educ
atio
n te
ache
rs
Secti
on 9
101(
23)
NC
LB’s
HQ
T d
efini
tion
appl
ies t
o sp
ecia
l edu
catio
n te
ache
rs w
ith se
vera
l exc
eptio
ns th
at w
ere
adop
ted
as p
art o
f the
mos
t rec
ent r
eaut
horiz
atio
n of
the
Indi
vidu
als w
ith D
isabi
litie
s Edu
catio
n Ac
t (ID
EA).
Spec
ial e
duca
tion
teac
hers
, whe
n de
term
inin
g th
eir H
QET
stat
us, w
ould
be
com
pare
d ag
ains
t oth
er sp
ecia
l edu
catio
n te
ache
rs. C
larif
y th
at su
bjec
t mat
ter
com
pete
ncy
can
be d
emon
strat
ed th
roug
h on
e te
st or
one
HO
USS
E pr
oces
s, an
d m
ultip
le p
roce
sses
are
not
nec
essa
ry.
Defi
nitio
n of
a H
ighl
y Eff
ectiv
e Pr
inci
pal
No
such
pro
visio
n.A
new
“H
ighl
y Eff
ectiv
e Pr
inci
pal”
(HEP
) des
igna
tion,
incl
udin
g fa
ctor
ing
in
stude
nt le
arni
ng g
ains
, wou
ld b
e es
tabl
ished
that
is si
mila
r to
the
HQ
ET p
rovi
sion
reco
mm
ende
d by
the
Com
miss
ion.
For
prin
cipa
ls to
gai
n H
EP st
atus
, the
y m
ust d
o al
l of t
he fo
llow
ing:
•
Dem
onstr
ate
grow
th in
ach
ieve
men
t of t
he su
bgro
ups i
n th
eir s
choo
l tha
t is
com
para
ble
to h
igh-
achi
evin
g sc
hool
s with
sim
ilar d
emog
raph
ic c
hara
cter
istic
s in
the
state
•
Obt
ain
cert
ifica
tion
or li
cens
ure
as a
prin
cipa
l, as
requ
ired
in th
e sta
te in
whi
ch
they
are
em
ploy
ed
•
Pass
an
asse
ssm
ent (
whi
ch m
ay in
clud
e a
peer
revi
ew, s
tate
revi
ew o
r sch
ool
distr
ict r
evie
w c
ompo
nent
) adm
inist
ered
by
the
state
on
the
nece
ssar
y le
ader
ship
sk
ills t
o be
an
effec
tive
prin
cipa
l (su
ch a
s the
Inte
rsta
te S
choo
l Lea
ders
Li
cens
ure
Con
sort
ium
)
To im
plem
ent t
he H
EP d
esig
natio
n, st
ates
mus
t firs
t hav
e in
pla
ce a
dat
abas
e ca
pabl
e of
trac
king
indi
vidu
al g
row
th o
f stu
dent
s.
Stat
es w
ould
hav
e fo
ur y
ears
from
the
date
of e
nact
men
t of a
reau
thor
ized
NC
LB
to d
evel
op a
nd im
plem
ent a
syste
m to
des
igna
te p
rinci
pals
as H
EPs.
This
timel
ine
is al
igne
d to
the
timel
ine
for i
mpl
emen
ting
long
itudi
nal d
ata
syste
ms a
nd H
QET
re
quire
men
ts. Th
e H
EP sy
stem
wou
ld b
e re
quire
d to
be
capa
ble
of id
entif
ying
and
co
mpa
ring
scho
ols w
ith si
mila
r dem
ogra
phic
cha
ract
erist
ics.
Afte
r the
stat
e ha
s dev
elop
ed a
nd im
plem
ente
d su
ch a
syste
m, v
eter
an p
rinci
pals
(thos
e w
ho w
ere
a pr
inci
pal b
efor
e en
actm
ent o
f a re
auth
orize
d N
CLB
) wou
ld
have
thre
e ye
ars t
o ga
in H
EP st
atus
. New
prin
cipa
ls (th
ose
who
did
not
hol
d a
prin
cipa
lship
bef
ore
enac
tmen
t of a
reau
thor
ized
NC
LB) w
ould
hav
e th
ree
year
s fro
m
thei
r dat
e of
hire
to o
btai
n H
EP st
atus
.
The
HEP
requ
irem
ent a
pplie
s to
prin
cipa
ls of
Titl
e I s
choo
ls on
ly.
A pr
inci
pal w
ho w
as e
mpl
oyed
at a
scho
ol b
efor
e it
wen
t int
o im
prov
emen
t sta
tus
and
rem
ains
thro
ugh
the
corr
ectiv
e ac
tion
proc
ess w
ould
hav
e hi
s or h
er H
EP st
atus
re
voke
d if
that
scho
ol c
ontin
ues t
o no
t mak
e AY
P fo
llow
ing
the
corr
ectiv
e ac
tion
inte
rven
tions
. Afte
r thi
s rev
ocat
ion,
and
whi
le th
e pr
inci
pal h
as n
ot re
gain
ed h
is or
he
r HEP
stat
us, t
he p
rinci
pal c
ould
not
be
empl
oyed
as a
prin
cipa
l in
a Titl
e I s
choo
l.
An in
divi
dual
who
bec
omes
the
prin
cipa
l of a
scho
ol a
lread
y in
the
scho
ol
impr
ovem
ent p
roce
ss w
ould
not
lose
his
or h
er H
EP st
atus
sim
ply
beca
use
the
scho
ol
impr
ovem
ent p
roce
ss c
ontin
ues,
incl
udin
g th
roug
h re
struc
turin
g. Th
e m
aint
enan
ce
of a
prin
cipa
l’s H
EP st
atus
wou
ld n
ot a
ffect
the
abili
ty o
f a d
istric
t to
sele
ct a
re
struc
turin
g op
tion
that
may
lead
to th
e di
smiss
al o
f the
prin
cipa
l fro
m th
e sc
hool
.
Com
para
bilit
y
Secti
on 1
120A
(c)
Scho
ol d
istric
ts m
ay re
ceiv
e Titl
e I f
unds
onl
y if
they
use
stat
e an
d lo
cal f
unds
in T
itle
I sch
ools
to
prov
ide
com
para
ble
serv
ices
to th
e se
rvic
es p
rovi
ded
in n
on-T
itle
I sch
ools.
Titl
e I f
unds
are
inte
nded
to
be
supp
lem
enta
ry. I
f a sc
hool
dist
rict d
oesn
’t at
tem
pt to
use
stat
e an
d lo
cal f
unds
in a
man
ner
that
is c
ompa
rabl
e in
Titl
e I a
nd n
on-T
itle
I sch
ools,
Ti
tle I
reso
urce
s wou
ld n
ot b
e su
pple
men
tary
, but
in
stead
wou
ld b
e re
plac
ing
reso
urce
s tha
t sho
uld
have
bee
n pr
ovid
ed th
roug
h sta
te a
nd lo
cal f
undi
ng.
Scho
ol d
istric
ts ca
n sa
tisfy
this
requ
irem
ent t
hrou
gh
the
esta
blish
men
t of a
dist
rictw
ide
sala
ry sc
hedu
le
and
polic
ies t
o en
sure
equ
ival
ence
am
ong
scho
ols,
curr
icul
um a
nd te
ache
rs.
Tig
hten
Tea
cher
Com
para
bilit
y R
equi
rem
ents
. Elim
inat
e th
e cu
rren
t mea
ns o
f sa
tisfy
ing
the
com
para
bilit
y re
quire
men
t for
teac
hers
(not
cur
ricul
um a
nd o
ther
se
rvic
es) a
nd re
plac
e w
ith th
ese
requ
irem
ents:
•
The
expe
nditu
re o
f sta
te a
nd lo
cal f
unds
on
teac
her s
alar
ies f
or T
itle
I sch
ools
can
be n
o le
ss th
an 9
5 pe
rcen
t of a
vera
ge e
xpen
ditu
re fo
r suc
h sa
larie
s in
non-
Title
I sc
hool
s (th
e sp
ecifi
c m
easu
rem
ent w
ill c
ompa
re th
e av
erag
e sa
larie
s of
teac
hers
in T
itle
I and
non
-Titl
e I s
choo
ls so
a sc
hool
with
a sm
alle
r num
ber o
f te
ache
rs w
ould
not
hav
e to
exp
end
the
sam
e am
ount
as a
scho
ol w
ith a
larg
er
num
ber o
f tea
cher
s to
be v
iew
ed a
s com
para
ble)
.
• T
itle
I sch
ools
have
a n
umbe
r of H
QTs
and
HQ
ETs t
hat i
s com
para
ble
to n
on-
Title
I sc
hool
s in
the
scho
ol d
istric
t.
Dist
ricts
mus
t dev
elop
a p
lan
to p
hase
in th
e co
mpa
rabi
lity
requ
irem
ent o
ver a
thre
e-ye
ar p
erio
d. D
istric
ts m
ay n
ot im
plem
ent t
his r
equi
rem
ent t
hrou
gh fo
rced
tran
sfers
of
teac
hers
to o
ther
scho
ols o
r inv
olun
tary
dism
issal
s.
No
forc
ed
teac
her t
rans
fers
No
such
pro
visio
n.N
o Fo
rced
Tra
nsfe
rs. A
prin
cipa
l of a
Titl
e I s
choo
l wou
ld h
ave
the
abili
ty to
refu
se
to a
ccep
t the
tran
sfer o
f a te
ache
r to
his o
r her
scho
ol b
ased
on
whe
ther
the
teac
her
has o
btai
ned
HQ
T (f
or c
urre
nt te
ache
rs) o
r HQ
ET st
atus
(afte
r im
plem
enta
tion)
, if
the
teac
her i
s elig
ible
for s
uch
statu
s.
173Recommendation Tables: Effective Teachers for All Students, Effective Principals for All Communities
Issu
eC
urre
nt S
tatu
te/R
egul
atio
nR
eco
mm
enda
tio
n
The
appl
icat
ion
of
HQ
T to
spec
ial
educ
atio
n te
ache
rs
Secti
on 9
101(
23)
NC
LB’s
HQ
T d
efini
tion
appl
ies t
o sp
ecia
l edu
catio
n te
ache
rs w
ith se
vera
l exc
eptio
ns th
at w
ere
adop
ted
as p
art o
f the
mos
t rec
ent r
eaut
horiz
atio
n of
the
Indi
vidu
als w
ith D
isabi
litie
s Edu
catio
n Ac
t (ID
EA).
Spec
ial e
duca
tion
teac
hers
, whe
n de
term
inin
g th
eir H
QET
stat
us, w
ould
be
com
pare
d ag
ains
t oth
er sp
ecia
l edu
catio
n te
ache
rs. C
larif
y th
at su
bjec
t mat
ter
com
pete
ncy
can
be d
emon
strat
ed th
roug
h on
e te
st or
one
HO
USS
E pr
oces
s, an
d m
ultip
le p
roce
sses
are
not
nec
essa
ry.
Defi
nitio
n of
a H
ighl
y Eff
ectiv
e Pr
inci
pal
No
such
pro
visio
n.A
new
“H
ighl
y Eff
ectiv
e Pr
inci
pal”
(HEP
) des
igna
tion,
incl
udin
g fa
ctor
ing
in
stude
nt le
arni
ng g
ains
, wou
ld b
e es
tabl
ished
that
is si
mila
r to
the
HQ
ET p
rovi
sion
reco
mm
ende
d by
the
Com
miss
ion.
For
prin
cipa
ls to
gai
n H
EP st
atus
, the
y m
ust d
o al
l of t
he fo
llow
ing:
•
Dem
onstr
ate
grow
th in
ach
ieve
men
t of t
he su
bgro
ups i
n th
eir s
choo
l tha
t is
com
para
ble
to h
igh-
achi
evin
g sc
hool
s with
sim
ilar d
emog
raph
ic c
hara
cter
istic
s in
the
state
•
Obt
ain
cert
ifica
tion
or li
cens
ure
as a
prin
cipa
l, as
requ
ired
in th
e sta
te in
whi
ch
they
are
em
ploy
ed
•
Pass
an
asse
ssm
ent (
whi
ch m
ay in
clud
e a
peer
revi
ew, s
tate
revi
ew o
r sch
ool
distr
ict r
evie
w c
ompo
nent
) adm
inist
ered
by
the
state
on
the
nece
ssar
y le
ader
ship
sk
ills t
o be
an
effec
tive
prin
cipa
l (su
ch a
s the
Inte
rsta
te S
choo
l Lea
ders
Li
cens
ure
Con
sort
ium
)
To im
plem
ent t
he H
EP d
esig
natio
n, st
ates
mus
t firs
t hav
e in
pla
ce a
dat
abas
e ca
pabl
e of
trac
king
indi
vidu
al g
row
th o
f stu
dent
s.
Stat
es w
ould
hav
e fo
ur y
ears
from
the
date
of e
nact
men
t of a
reau
thor
ized
NC
LB
to d
evel
op a
nd im
plem
ent a
syste
m to
des
igna
te p
rinci
pals
as H
EPs.
This
timel
ine
is al
igne
d to
the
timel
ine
for i
mpl
emen
ting
long
itudi
nal d
ata
syste
ms a
nd H
QET
re
quire
men
ts. Th
e H
EP sy
stem
wou
ld b
e re
quire
d to
be
capa
ble
of id
entif
ying
and
co
mpa
ring
scho
ols w
ith si
mila
r dem
ogra
phic
cha
ract
erist
ics.
Afte
r the
stat
e ha
s dev
elop
ed a
nd im
plem
ente
d su
ch a
syste
m, v
eter
an p
rinci
pals
(thos
e w
ho w
ere
a pr
inci
pal b
efor
e en
actm
ent o
f a re
auth
orize
d N
CLB
) wou
ld
have
thre
e ye
ars t
o ga
in H
EP st
atus
. New
prin
cipa
ls (th
ose
who
did
not
hol
d a
prin
cipa
lship
bef
ore
enac
tmen
t of a
reau
thor
ized
NC
LB) w
ould
hav
e th
ree
year
s fro
m
thei
r dat
e of
hire
to o
btai
n H
EP st
atus
.
The
HEP
requ
irem
ent a
pplie
s to
prin
cipa
ls of
Titl
e I s
choo
ls on
ly.
A pr
inci
pal w
ho w
as e
mpl
oyed
at a
scho
ol b
efor
e it
wen
t int
o im
prov
emen
t sta
tus
and
rem
ains
thro
ugh
the
corr
ectiv
e ac
tion
proc
ess w
ould
hav
e hi
s or h
er H
EP st
atus
re
voke
d if
that
scho
ol c
ontin
ues t
o no
t mak
e AY
P fo
llow
ing
the
corr
ectiv
e ac
tion
inte
rven
tions
. Afte
r thi
s rev
ocat
ion,
and
whi
le th
e pr
inci
pal h
as n
ot re
gain
ed h
is or
he
r HEP
stat
us, t
he p
rinci
pal c
ould
not
be
empl
oyed
as a
prin
cipa
l in
a Titl
e I s
choo
l.
An in
divi
dual
who
bec
omes
the
prin
cipa
l of a
scho
ol a
lread
y in
the
scho
ol
impr
ovem
ent p
roce
ss w
ould
not
lose
his
or h
er H
EP st
atus
sim
ply
beca
use
the
scho
ol
impr
ovem
ent p
roce
ss c
ontin
ues,
incl
udin
g th
roug
h re
struc
turin
g. Th
e m
aint
enan
ce
of a
prin
cipa
l’s H
EP st
atus
wou
ld n
ot a
ffect
the
abili
ty o
f a d
istric
t to
sele
ct a
re
struc
turin
g op
tion
that
may
lead
to th
e di
smiss
al o
f the
prin
cipa
l fro
m th
e sc
hool
.
Com
para
bilit
y
Secti
on 1
120A
(c)
Scho
ol d
istric
ts m
ay re
ceiv
e Titl
e I f
unds
onl
y if
they
use
stat
e an
d lo
cal f
unds
in T
itle
I sch
ools
to
prov
ide
com
para
ble
serv
ices
to th
e se
rvic
es p
rovi
ded
in n
on-T
itle
I sch
ools.
Titl
e I f
unds
are
inte
nded
to
be
supp
lem
enta
ry. I
f a sc
hool
dist
rict d
oesn
’t at
tem
pt to
use
stat
e an
d lo
cal f
unds
in a
man
ner
that
is c
ompa
rabl
e in
Titl
e I a
nd n
on-T
itle
I sch
ools,
Ti
tle I
reso
urce
s wou
ld n
ot b
e su
pple
men
tary
, but
in
stead
wou
ld b
e re
plac
ing
reso
urce
s tha
t sho
uld
have
bee
n pr
ovid
ed th
roug
h sta
te a
nd lo
cal f
undi
ng.
Scho
ol d
istric
ts ca
n sa
tisfy
this
requ
irem
ent t
hrou
gh
the
esta
blish
men
t of a
dist
rictw
ide
sala
ry sc
hedu
le
and
polic
ies t
o en
sure
equ
ival
ence
am
ong
scho
ols,
curr
icul
um a
nd te
ache
rs.
Tig
hten
Tea
cher
Com
para
bilit
y R
equi
rem
ents
. Elim
inat
e th
e cu
rren
t mea
ns o
f sa
tisfy
ing
the
com
para
bilit
y re
quire
men
t for
teac
hers
(not
cur
ricul
um a
nd o
ther
se
rvic
es) a
nd re
plac
e w
ith th
ese
requ
irem
ents:
•
The
expe
nditu
re o
f sta
te a
nd lo
cal f
unds
on
teac
her s
alar
ies f
or T
itle
I sch
ools
can
be n
o le
ss th
an 9
5 pe
rcen
t of a
vera
ge e
xpen
ditu
re fo
r suc
h sa
larie
s in
non-
Title
I sc
hool
s (th
e sp
ecifi
c m
easu
rem
ent w
ill c
ompa
re th
e av
erag
e sa
larie
s of
teac
hers
in T
itle
I and
non
-Titl
e I s
choo
ls so
a sc
hool
with
a sm
alle
r num
ber o
f te
ache
rs w
ould
not
hav
e to
exp
end
the
sam
e am
ount
as a
scho
ol w
ith a
larg
er
num
ber o
f tea
cher
s to
be v
iew
ed a
s com
para
ble)
.
• T
itle
I sch
ools
have
a n
umbe
r of H
QTs
and
HQ
ETs t
hat i
s com
para
ble
to n
on-
Title
I sc
hool
s in
the
scho
ol d
istric
t.
Dist
ricts
mus
t dev
elop
a p
lan
to p
hase
in th
e co
mpa
rabi
lity
requ
irem
ent o
ver a
thre
e-ye
ar p
erio
d. D
istric
ts m
ay n
ot im
plem
ent t
his r
equi
rem
ent t
hrou
gh fo
rced
tran
sfers
of
teac
hers
to o
ther
scho
ols o
r inv
olun
tary
dism
issal
s.
No
forc
ed
teac
her t
rans
fers
No
such
pro
visio
n.N
o Fo
rced
Tra
nsfe
rs. A
prin
cipa
l of a
Titl
e I s
choo
l wou
ld h
ave
the
abili
ty to
refu
se
to a
ccep
t the
tran
sfer o
f a te
ache
r to
his o
r her
scho
ol b
ased
on
whe
ther
the
teac
her
has o
btai
ned
HQ
T (f
or c
urre
nt te
ache
rs) o
r HQ
ET st
atus
(afte
r im
plem
enta
tion)
, if
the
teac
her i
s elig
ible
for s
uch
statu
s.
174 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children
Issu
eC
urre
nt S
tatu
te/R
egul
atio
nR
eco
mm
enda
tio
n
Prof
essio
nal
deve
lopm
ent f
or
prin
cipa
ls w
hile
sc
hool
dist
rict i
s in
impr
ovem
ent s
tatu
s
No
such
pro
visio
n. H
owev
er, u
nder
cur
rent
law,
scho
ols
and
distr
icts
in n
eed
of im
prov
emen
t mus
t res
erve
10
per
cent
of t
heir
Title
I fu
ndin
g fo
r pro
fess
iona
l de
velo
pmen
t for
teac
hers
and
instr
uctio
nal s
taff,
but
no
t prin
cipa
ls.
Scho
ol d
istric
ts id
entifi
ed fo
r im
prov
emen
t sta
tus w
ould
be
requ
ired
to in
clud
e pr
ofes
siona
l dev
elop
men
t for
prin
cipa
ls as
par
t of t
he 1
0 pe
rcen
t res
erva
tion
for
prof
essio
nal d
evel
opm
ent.
Prof
essio
nal d
evel
opm
ent u
sing
thes
e fu
nds m
ust b
e fo
cuse
d on
issu
es re
leva
nt to
impr
ovin
g stu
dent
ach
ieve
men
t, su
ch a
s usin
g da
ta
effec
tivel
y in
dec
ision
-mak
ing.
Incl
usio
n of
pr
inci
pals
in th
e ne
eds a
sses
smen
t for
de
term
inin
g th
e use
of
Title
II p
rofe
ssio
nal
deve
lopm
ent f
undi
ng
Cur
rent
law
requ
ires s
choo
l dist
ricts
to c
ondu
ct a
nee
ds
asse
ssm
ent t
o de
term
ine
loca
l pro
fess
iona
l dev
elop
men
t an
d hi
ring
need
s. Te
ache
rs a
re re
quire
d to
be
“inv
olve
d”
in th
is ne
eds a
sses
smen
t, w
hich
is su
ppos
ed to
iden
tify
both
teac
her a
nd p
rinci
pal n
eeds
.
Con
sulta
tion
with
prin
cipa
ls w
ould
be
requ
ired
in th
e ne
eds a
sses
smen
t pro
cess
un
der T
itle
II.
Insti
tutio
n of
hi
gher
edu
catio
n te
ache
r dev
elop
men
t re
quire
men
ts
No
such
pro
visio
n.H
ighe
r Ed
ucat
ion
Teac
her
Dev
elop
men
t Req
uire
men
ts. A
men
d th
e H
ighe
r Ed
ucat
ion
Act t
o in
clud
e a
requ
irem
ent t
hat i
nstit
utio
ns o
f hig
her e
duca
tion
(IH
Es)
that
pre
pare
pro
spec
tive
teac
hers
, as a
con
ditio
n of
par
ticip
atin
g in
fede
ral s
tude
nt
aid
prog
ram
s, se
t ann
ual g
oals
to in
crea
se th
e nu
mbe
r of p
rosp
ectiv
e te
ache
rs in
su
bjec
t sho
rtag
e ar
eas (
mat
hem
atic
s, sc
ienc
e, sp
ecia
l edu
catio
n, b
iling
ual i
nstr
uctio
n)
and
mor
e cl
osel
y lin
k th
e in
struc
tion
prov
ided
by
the
IHE
with
the
need
s of s
choo
ls an
d th
e in
struc
tiona
l dec
ision
s new
teac
hers
face
in th
e cl
assr
oom
. As p
art o
f the
se
goal
s, IH
Es w
ould
be
requ
ired
to e
nsur
e th
e fo
llow
ing:
• T
each
er tr
aini
ng p
rovi
ded
by th
e IH
E re
spon
ds to
the
iden
tified
nee
ds o
f the
sc
hool
dist
ricts
or st
ates
in w
hich
thei
r gra
duat
es te
ach
•
A fo
cus o
n pr
ovid
ing
trai
ning
for s
peci
al e
duca
tion
teac
hers
to in
struc
t in
cont
ent a
reas
•
Regu
lar e
duca
tion
teac
hers
are
pro
vide
d w
ith tr
aini
ng in
teac
hing
div
erse
po
pula
tions
, inc
ludi
ng sp
ecia
l edu
catio
n stu
dent
s, En
glish
lang
uage
lear
ners
an
d stu
dent
s fro
m lo
w-in
com
e fa
mili
es
•
Pros
pect
ive
teac
hers
rece
ive
trai
ning
to te
ach
in u
rban
and
rura
l env
ironm
ents
• T
each
ers a
nd sc
hool
lead
ers a
re tr
aine
d in
col
labo
rativ
e te
achi
ng m
etho
ds
The
atta
inm
ent o
f suc
h ob
ject
ives
wou
ld b
e re
quire
d to
be
publ
icly
repo
rted
.
Teac
her r
eten
tion
plan
No
such
pro
visio
n.Te
ache
r R
eten
tion
Pla
n. S
choo
l dist
ricts
wou
ld b
e re
quire
d to
repo
rt th
eir t
each
er
turn
over
rate
to th
e sta
te, b
y H
QT,
HQ
ET a
nd n
on-H
QT
/HQ
ET st
atus
. Sta
tes
wou
ld re
quire
scho
ol d
istric
ts th
at fa
ll in
to th
e bo
ttom
qua
rtile
of t
urno
ver o
f HQ
T
and
HQ
ET to
impl
emen
t tea
cher
rete
ntio
n pl
ans.
Exam
ples
of r
equi
red
elem
ents
of
thes
e pl
ans a
re:
•
Men
torin
g an
d in
duct
ion
supp
orts
to n
ew te
ache
rs, i
nclu
ding
trai
ning
to b
uild
co
llabo
rativ
e pr
ofes
siona
l lea
rnin
g m
etho
ds fo
cuse
d on
stud
ent a
chie
vem
ent
•
The
use
of d
iffer
entia
l and
bon
us p
ay to
attr
act t
each
ers t
o ha
rd-to
-sta
ff sc
hool
s an
d to
subj
ects
with
teac
her s
hort
ages
(mat
hem
atic
s, sc
ienc
e, sp
ecia
l edu
catio
n an
d En
glish
as a
seco
nd la
ngua
ge)
•
Usin
g th
e re
sults
of a
requ
ired
state
aud
it of
the
wor
king
con
ditio
ns o
f tea
cher
s in
scho
ols t
o im
prov
e th
ose
cond
ition
s—su
ch a
s mor
e pl
anni
ng ti
me,
rele
ase
time
for p
rofe
ssio
nal d
evel
opm
ent—
to m
ore
effec
tivel
y pr
omot
e a
colla
bora
tive
prof
essio
nal l
earn
ing
envi
ronm
ent
•
The
deve
lopm
ent o
f sev
eral
car
eer p
aths
for t
each
ers (
e.g.
, mas
ter o
r m
ento
r tea
cher
)
Use
of
Title
II te
ache
r qu
ality
fund
s
Title
II, P
art A
Pres
ently
, nea
rly $
3 bi
llion
in T
itle
II, P
art A
, te
ache
r qua
lity
fund
ing
is ap
prop
riate
d an
nual
ly fo
r pr
ofes
siona
l dev
elop
men
t and
oth
er e
xpen
ditu
res t
o im
prov
e te
ache
r qua
lity.
Und
er c
urre
nt la
w, st
ates
hav
e 18
diff
eren
t tea
cher
-qu
ality
-rel
ated
act
iviti
es o
r pro
gram
s the
y ca
n fu
nd
unde
r sta
te-le
vel a
ctiv
ities
in T
itle
II, P
art A
. Und
er
Title
II, P
art A
, sta
tes r
eser
ve 2
.5 p
erce
nt o
f the
ir al
loca
tion
for a
ctiv
ities
or p
rogr
ams o
pera
ted
by
the
state
.
Und
er c
urre
nt la
w, sc
hool
dist
ricts
have
mor
e th
an 1
9 ac
tiviti
es o
r pro
gram
s tha
t can
be
fund
ed u
nder
thei
r al
loca
tion
unde
r Titl
e II
, Par
t A. U
nder
this
part
, sch
ool
distr
icts
rece
ive
95 p
erce
nt o
f the
stat
e’s a
lloca
tion
to
fund
such
act
iviti
es o
r pro
gram
s.
Effec
tive
and
Res
earc
h-Pr
oven
Pro
fess
iona
l Dev
elop
men
t for
Pri
ncip
als a
nd
Teac
hers
. Red
uce
the
scop
e of
act
iviti
es a
nd p
rogr
ams t
hat c
an b
e fu
nded
at t
he st
ate
and
distr
ict l
evel
und
er T
itle
II, P
art A
. Ens
ure
such
fund
ed p
rogr
ams a
nd a
ctiv
ities
ar
e ba
cked
by
rese
arch
and
pro
ven-
effec
tive
prac
tices
and
add
ress
are
as o
f nee
d, su
ch
as im
prov
ing
skill
s of u
nder
qual
ified
teac
hers
, sup
port
ing
and
men
torin
g no
vice
te
ache
rs, e
tc.
175Recommendation Tables: Effective Teachers for All Students, Effective Principals for All Communities
Issu
eC
urre
nt S
tatu
te/R
egul
atio
nR
eco
mm
enda
tio
n
Prof
essio
nal
deve
lopm
ent f
or
prin
cipa
ls w
hile
sc
hool
dist
rict i
s in
impr
ovem
ent s
tatu
s
No
such
pro
visio
n. H
owev
er, u
nder
cur
rent
law,
scho
ols
and
distr
icts
in n
eed
of im
prov
emen
t mus
t res
erve
10
per
cent
of t
heir
Title
I fu
ndin
g fo
r pro
fess
iona
l de
velo
pmen
t for
teac
hers
and
instr
uctio
nal s
taff,
but
no
t prin
cipa
ls.
Scho
ol d
istric
ts id
entifi
ed fo
r im
prov
emen
t sta
tus w
ould
be
requ
ired
to in
clud
e pr
ofes
siona
l dev
elop
men
t for
prin
cipa
ls as
par
t of t
he 1
0 pe
rcen
t res
erva
tion
for
prof
essio
nal d
evel
opm
ent.
Prof
essio
nal d
evel
opm
ent u
sing
thes
e fu
nds m
ust b
e fo
cuse
d on
issu
es re
leva
nt to
impr
ovin
g stu
dent
ach
ieve
men
t, su
ch a
s usin
g da
ta
effec
tivel
y in
dec
ision
-mak
ing.
Incl
usio
n of
pr
inci
pals
in th
e ne
eds a
sses
smen
t for
de
term
inin
g th
e use
of
Title
II p
rofe
ssio
nal
deve
lopm
ent f
undi
ng
Cur
rent
law
requ
ires s
choo
l dist
ricts
to c
ondu
ct a
nee
ds
asse
ssm
ent t
o de
term
ine
loca
l pro
fess
iona
l dev
elop
men
t an
d hi
ring
need
s. Te
ache
rs a
re re
quire
d to
be
“inv
olve
d”
in th
is ne
eds a
sses
smen
t, w
hich
is su
ppos
ed to
iden
tify
both
teac
her a
nd p
rinci
pal n
eeds
.
Con
sulta
tion
with
prin
cipa
ls w
ould
be
requ
ired
in th
e ne
eds a
sses
smen
t pro
cess
un
der T
itle
II.
Insti
tutio
n of
hi
gher
edu
catio
n te
ache
r dev
elop
men
t re
quire
men
ts
No
such
pro
visio
n.H
ighe
r Ed
ucat
ion
Teac
her
Dev
elop
men
t Req
uire
men
ts. A
men
d th
e H
ighe
r Ed
ucat
ion
Act t
o in
clud
e a
requ
irem
ent t
hat i
nstit
utio
ns o
f hig
her e
duca
tion
(IH
Es)
that
pre
pare
pro
spec
tive
teac
hers
, as a
con
ditio
n of
par
ticip
atin
g in
fede
ral s
tude
nt
aid
prog
ram
s, se
t ann
ual g
oals
to in
crea
se th
e nu
mbe
r of p
rosp
ectiv
e te
ache
rs in
su
bjec
t sho
rtag
e ar
eas (
mat
hem
atic
s, sc
ienc
e, sp
ecia
l edu
catio
n, b
iling
ual i
nstr
uctio
n)
and
mor
e cl
osel
y lin
k th
e in
struc
tion
prov
ided
by
the
IHE
with
the
need
s of s
choo
ls an
d th
e in
struc
tiona
l dec
ision
s new
teac
hers
face
in th
e cl
assr
oom
. As p
art o
f the
se
goal
s, IH
Es w
ould
be
requ
ired
to e
nsur
e th
e fo
llow
ing:
• T
each
er tr
aini
ng p
rovi
ded
by th
e IH
E re
spon
ds to
the
iden
tified
nee
ds o
f the
sc
hool
dist
ricts
or st
ates
in w
hich
thei
r gra
duat
es te
ach
•
A fo
cus o
n pr
ovid
ing
trai
ning
for s
peci
al e
duca
tion
teac
hers
to in
struc
t in
cont
ent a
reas
•
Regu
lar e
duca
tion
teac
hers
are
pro
vide
d w
ith tr
aini
ng in
teac
hing
div
erse
po
pula
tions
, inc
ludi
ng sp
ecia
l edu
catio
n stu
dent
s, En
glish
lang
uage
lear
ners
an
d stu
dent
s fro
m lo
w-in
com
e fa
mili
es
•
Pros
pect
ive
teac
hers
rece
ive
trai
ning
to te
ach
in u
rban
and
rura
l env
ironm
ents
• T
each
ers a
nd sc
hool
lead
ers a
re tr
aine
d in
col
labo
rativ
e te
achi
ng m
etho
ds
The
atta
inm
ent o
f suc
h ob
ject
ives
wou
ld b
e re
quire
d to
be
publ
icly
repo
rted
.
Teac
her r
eten
tion
plan
No
such
pro
visio
n.Te
ache
r R
eten
tion
Pla
n. S
choo
l dist
ricts
wou
ld b
e re
quire
d to
repo
rt th
eir t
each
er
turn
over
rate
to th
e sta
te, b
y H
QT,
HQ
ET a
nd n
on-H
QT
/HQ
ET st
atus
. Sta
tes
wou
ld re
quire
scho
ol d
istric
ts th
at fa
ll in
to th
e bo
ttom
qua
rtile
of t
urno
ver o
f HQ
T
and
HQ
ET to
impl
emen
t tea
cher
rete
ntio
n pl
ans.
Exam
ples
of r
equi
red
elem
ents
of
thes
e pl
ans a
re:
•
Men
torin
g an
d in
duct
ion
supp
orts
to n
ew te
ache
rs, i
nclu
ding
trai
ning
to b
uild
co
llabo
rativ
e pr
ofes
siona
l lea
rnin
g m
etho
ds fo
cuse
d on
stud
ent a
chie
vem
ent
•
The
use
of d
iffer
entia
l and
bon
us p
ay to
attr
act t
each
ers t
o ha
rd-to
-sta
ff sc
hool
s an
d to
subj
ects
with
teac
her s
hort
ages
(mat
hem
atic
s, sc
ienc
e, sp
ecia
l edu
catio
n an
d En
glish
as a
seco
nd la
ngua
ge)
•
Usin
g th
e re
sults
of a
requ
ired
state
aud
it of
the
wor
king
con
ditio
ns o
f tea
cher
s in
scho
ols t
o im
prov
e th
ose
cond
ition
s—su
ch a
s mor
e pl
anni
ng ti
me,
rele
ase
time
for p
rofe
ssio
nal d
evel
opm
ent—
to m
ore
effec
tivel
y pr
omot
e a
colla
bora
tive
prof
essio
nal l
earn
ing
envi
ronm
ent
•
The
deve
lopm
ent o
f sev
eral
car
eer p
aths
for t
each
ers (
e.g.
, mas
ter o
r m
ento
r tea
cher
)
Use
of
Title
II te
ache
r qu
ality
fund
s
Title
II, P
art A
Pres
ently
, nea
rly $
3 bi
llion
in T
itle
II, P
art A
, te
ache
r qua
lity
fund
ing
is ap
prop
riate
d an
nual
ly fo
r pr
ofes
siona
l dev
elop
men
t and
oth
er e
xpen
ditu
res t
o im
prov
e te
ache
r qua
lity.
Und
er c
urre
nt la
w, st
ates
hav
e 18
diff
eren
t tea
cher
-qu
ality
-rel
ated
act
iviti
es o
r pro
gram
s the
y ca
n fu
nd
unde
r sta
te-le
vel a
ctiv
ities
in T
itle
II, P
art A
. Und
er
Title
II, P
art A
, sta
tes r
eser
ve 2
.5 p
erce
nt o
f the
ir al
loca
tion
for a
ctiv
ities
or p
rogr
ams o
pera
ted
by
the
state
.
Und
er c
urre
nt la
w, sc
hool
dist
ricts
have
mor
e th
an 1
9 ac
tiviti
es o
r pro
gram
s tha
t can
be
fund
ed u
nder
thei
r al
loca
tion
unde
r Titl
e II
, Par
t A. U
nder
this
part
, sch
ool
distr
icts
rece
ive
95 p
erce
nt o
f the
stat
e’s a
lloca
tion
to
fund
such
act
iviti
es o
r pro
gram
s.
Effec
tive
and
Res
earc
h-Pr
oven
Pro
fess
iona
l Dev
elop
men
t for
Pri
ncip
als a
nd
Teac
hers
. Red
uce
the
scop
e of
act
iviti
es a
nd p
rogr
ams t
hat c
an b
e fu
nded
at t
he st
ate
and
distr
ict l
evel
und
er T
itle
II, P
art A
. Ens
ure
such
fund
ed p
rogr
ams a
nd a
ctiv
ities
ar
e ba
cked
by
rese
arch
and
pro
ven-
effec
tive
prac
tices
and
add
ress
are
as o
f nee
d, su
ch
as im
prov
ing
skill
s of u
nder
qual
ified
teac
hers
, sup
port
ing
and
men
torin
g no
vice
te
ache
rs, e
tc.
176 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children
Issu
eC
urre
nt S
tatu
te/R
egul
atio
nR
eco
mm
enda
tio
n
Reci
proc
ity o
f tea
cher
ce
rtifi
catio
n an
d lic
ensu
re a
cros
s sta
tes
Title
II o
f NC
LB a
llow
s the
use
of s
tate
fund
s to
prom
ote
reci
proc
ity a
mon
g th
e sta
tes.
Rec
ipro
city
of T
each
er C
erti
ficat
ion
or L
icen
sure
. Req
uire
or g
ive
state
s in
cent
ives
to p
rom
ote
reci
proc
ity o
f cer
tifica
tion
and
licen
sure
acr
oss s
tate
s thr
ough
co
nsor
tium
s or o
ther
mea
ns. S
tate
s joi
ning
such
a c
onso
rtiu
m c
ould
not
low
er th
e sc
ores
nee
ded
to p
ass t
each
er e
xam
s for
cer
tifica
tion.
Tea
cher
s who
are
teac
hing
in
state
s in
the
cons
ortiu
m w
ould
hav
e th
ree
way
s to
gain
reci
proc
ity:
•
Thos
e m
eetin
g cu
rren
t HQ
T re
quire
men
ts
•
Thos
e sc
orin
g in
the
top
one-
third
of t
each
ers i
n th
e sta
te o
n te
ache
r exa
ms
•
Thos
e w
ho a
re a
war
ded
HQ
ET st
atus
(as d
escr
ibed
abo
ve)
For s
tate
s tha
t joi
n su
ch c
onso
rtiu
ms,
cour
se c
onte
nt th
at is
spec
ific
to th
e re
ceiv
ing
state
will
be
prov
ided
to te
ache
rs o
nlin
e or
at n
o co
st by
the
rece
ivin
g sta
te.
Port
abili
ty o
f pr
inci
pal a
nd
teac
her p
ensio
ns
No
such
pro
visio
n.Re
quire
the
U.S
. DO
E to
con
duct
a st
udy
with
in tw
o ye
ars o
f the
ena
ctm
ent o
f a
reau
thor
ized
NC
LB to
det
erm
ine
the
feas
ibili
ty o
f allo
win
g th
e po
rtab
ility
of t
each
er
and
prin
cipa
l pen
sions
from
stat
e to
stat
e.
177Recommendation Tables: Accelerating Progress and Closing Achievement Gaps Through Improved Accountability
Issu
eC
urre
nt S
tatu
te/R
egul
atio
nR
eco
mm
enda
tio
n
Gro
wth
mod
el
Secti
on 1
111(
b)(2
)(B)
Cur
rent
NC
LB la
w in
clud
es w
hat i
s com
mon
ly
refe
rred
to a
s a “s
tatu
s mod
el” fo
r mea
surin
g ac
coun
tabi
lity.
It co
mpa
res t
he p
erfo
rman
ce o
f su
bgro
ups o
f chi
ldre
n ag
ains
t a p
rede
term
ined
bar
es
tabl
ished
by
each
stat
e. S
ubgr
oups
abo
ve th
e ba
r ar
e de
emed
as m
eetin
g ad
equa
te y
early
pro
gres
s (A
YP);
subg
roup
s bel
ow th
e ba
r are
dee
med
as n
ot
mee
ting
AYP.
Thou
gh th
e U
.S. D
epar
tmen
t of
Educ
atio
n (U
.S. D
OE)
has
app
rove
d pi
lot p
rogr
ams
in fi
ve st
ates
, cur
rent
law
incl
udes
no
auth
ority
for
a lo
ngitu
dina
l gro
wth
mod
el. N
CLB
’s “s
afe
harb
or”
prov
ision
is th
e cl
oses
t exi
sting
stat
utor
y m
echa
nism
th
at re
cogn
izes g
row
th. A
subg
roup
in a
scho
ol c
an
mee
t the
safe
har
bor g
oal a
nd th
eref
ore
be d
eem
ed
as m
eetin
g AY
P, if
that
subg
roup
show
s a d
ecre
ase
in th
e pe
rcen
tage
of s
tude
nts n
ot sc
orin
g pr
ofici
ent
equa
l to
10 p
erce
nt o
f the
gap
bet
wee
n th
e su
bgro
up’s
curr
ent p
erfo
rman
ce a
nd 1
00 p
erce
nt p
rofic
ienc
y (i.
e., a
subg
roup
at 2
0 pe
rcen
t pro
ficie
ncy
wou
ld n
eed
to h
ave
28 p
erce
nt o
f its
stude
nts p
rofic
ient
in th
e fo
llow
ing
year
’s as
sess
men
ts to
mee
t saf
e ha
rbor
: the
go
al o
f 100
per
cent
pro
ficie
ncy
min
us th
e cu
rren
t 20
per
cent
pro
ficie
ncy
equa
ls a
gap
of 8
0; 1
0 pe
rcen
t of
the
gap
of 8
0 is
eigh
t; in
ord
er to
mee
t the
safe
ha
rbor
, the
scho
ols m
ust d
ecre
ase
the
gap
by e
ight
po
ints
or in
crea
se th
e pe
rcen
tage
of s
tude
nts s
corin
g at
pro
ficie
nt le
vels
from
20
to 2
8). S
afe
harb
or, u
nlik
e a
long
itudi
nal g
row
th m
odel
, com
pare
s tw
o di
ffere
nt
sets
of st
uden
ts (la
st ye
ar’s
3rd
grad
ers w
ith th
is ye
ar’s
3rd
grad
ers)
.
Incl
ude
a fa
ctor
of g
row
th in
exi
sting
AYP
cal
cula
tions
. Stu
dent
s wou
ld b
e de
emed
as
mee
ting
profi
cien
cy if
they
wer
e “o
n tr
ack”
to b
ecom
ing
profi
cien
t with
in th
ree
year
s, ba
sed
on th
e gr
owth
traj
ecto
ry o
f the
ir as
sess
men
t sco
res.
This
thre
e-ye
ar w
indo
w
to b
ecom
e pr
ofici
ent w
ould
star
t with
the
asse
ssm
ent r
esul
t dur
ing
the
first
year
the
stude
nt w
as id
entifi
ed a
s not
bei
ng p
rofic
ient
and
wou
ld n
ot b
e re
calib
rate
d ev
ery
year
. St
uden
ts on
trac
k to
bec
omin
g pr
ofici
ent w
ould
be
incl
uded
as p
rofic
ient
stud
ents
for
the
purp
oses
of c
alcu
latin
g w
heth
er a
scho
ol h
as m
ade
AYP.
This
grow
th-tr
acki
ng sy
stem
wou
ld re
quire
stat
es to
dev
elop
and
impl
emen
t dat
a sy
stem
s cap
able
of t
rack
ing
indi
vidu
al st
uden
t per
form
ance
from
yea
r to
year
(k
now
n as
long
itudi
nal d
ata
syste
ms)
. Sta
tes w
ould
hav
e fo
ur y
ears
from
the
enac
tmen
t of a
reau
thor
ized
NC
LB (i
n ot
her w
ords
, unt
il 20
12) t
o de
velo
p an
d im
plem
ent t
his s
yste
m.
Rec
om
men
dati
ons
for
Acc
eler
atin
g P
rogr
ess
and
Clo
sing
Ach
ieve
men
t G
aps
Thr
oug
h Im
prov
ed A
cco
unta
bilit
y
178 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children
Issu
eC
urre
nt S
tatu
te/R
egul
atio
nR
eco
mm
enda
tio
n
Incl
usio
n of
scie
nce
as a
subj
ect f
or w
hich
AY
P ca
lcul
atio
ns a
re
mad
e fo
r sub
grou
ps
and
scho
ols
Secti
on 1
111(
b)(2
)(B)
Pres
ently
, NC
LB re
quire
s tha
t mat
hem
atic
s and
re
adin
g or
lang
uage
art
s be
incl
uded
in A
YP
calc
ulat
ions
. In
addi
tion,
scie
nce
asse
ssm
ents
are
requ
ired
to b
e ad
min
ister
ed b
egin
ning
in 2
007–
08,
but t
he re
sults
of t
hese
ass
essm
ents
are
not t
o be
in
clud
ed in
AYP
cal
cula
tions
. Und
er c
urre
nt la
w,
scie
nce
asse
ssm
ents
will
be
adm
inist
ered
(sta
rtin
g in
the
2007
–08
scho
ol y
ear)
onc
e in
eac
h of
the
follo
win
g gr
ade
span
s: 3–
5, 6
–9 a
nd 1
0–12
.
Incl
ude
the
resu
lts o
f sci
ence
ass
essm
ents
in A
YP c
alcu
latio
ns b
ased
on
the
exist
ing
grad
e-sp
an re
quire
men
ts.
Requ
ire st
ates
to e
stabl
ish a
nnua
l mea
sura
ble
obje
ctiv
es (A
MO
s) fo
r sci
ence
ac
hiev
emen
t, sim
ilar t
o th
e ex
istin
g AM
Os f
or re
adin
g or
lang
uage
art
s and
m
athe
mat
ics.
AMO
s sho
uld
be se
t und
er re
quire
men
ts of
cur
rent
law,
incl
udin
g th
e go
al o
f 100
per
cent
pro
ficie
ncy
by 2
013–
14.
Sam
e su
bgro
up,
sam
e su
bjec
t
Secti
on 1
111(
b)(2
)
Pres
ently
, the
NC
LB st
atut
e de
ems a
scho
ol to
be
in
impr
ovem
ent s
tatu
s if a
ny su
bgro
up in
the
scho
ol
does
not
mak
e AY
P in
eith
er re
adin
g or
mat
hem
atic
s du
ring
a tw
o-ye
ar sp
an. F
or e
xam
ple,
a sc
hool
wou
ld
be id
entifi
ed fo
r im
prov
emen
t if i
n on
e ye
ar d
isabl
ed
stude
nts d
id n
ot m
ake
AYP
in m
athe
mat
ics a
nd in
th
e ne
xt y
ear H
ispan
ic st
uden
ts di
d no
t mak
e AY
P in
read
ing.
Requ
ire sc
hool
s to
be id
entifi
ed fo
r sch
ool i
mpr
ovem
ent i
f the
y do
not
mak
e AY
P fo
r th
e sa
me
subg
roup
in th
e sa
me
subj
ect f
or tw
o co
nsec
utiv
e ye
ars.
N-s
ize
Secti
on 1
111(
b)(2
)
Und
er N
CLB
, sta
tes a
re re
quire
d to
set a
min
imum
su
bgro
up si
ze fo
r bot
h pu
blic
repo
rtin
g an
d AY
P ca
lcul
atio
ns. Th
e sta
tute
requ
ires t
his m
inim
um
size
to b
e se
t so
the
data
yie
lds “
statis
tical
ly re
liabl
e in
form
atio
n” a
nd w
ould
not
pro
duce
“per
sona
lly
iden
tifiab
le in
form
atio
n ab
out a
n in
divi
dual
stud
ent.”
Cur
rent
regu
latio
ns h
ave
no se
t lim
its o
n th
e N
-size
of
a sta
te. S
tate
s, as
par
t of t
heir
acco
unta
bilit
y pl
ans t
o th
e U
.S. D
OE,
subm
itted
a p
ropo
sed
N-s
ize. M
any
state
s hav
e su
bmitt
ed re
vise
d N
-size
s in
the
past
two
year
s. So
me
state
s hav
e re
ceiv
ed p
erm
issio
n fo
r N-s
izes
for c
hild
ren
with
disa
bilit
ies a
nd E
nglis
h la
ngua
ge
lear
ners
that
are
larg
er th
an o
ther
subg
roup
s.
Requ
ire a
ll N
-size
s for
the
purp
ose
of A
YP c
alcu
latio
ns to
be
no g
reat
er th
an 2
0.
Allo
w sc
hool
dist
ricts
to re
ques
t a w
aive
r fro
m th
e sta
te fo
r sch
ools
that
can
, thr
ough
do
cum
ente
d ev
iden
ce, j
ustif
y a
larg
er N
-size
. A w
aive
r gra
nted
by
the
state
can
pr
ovid
e an
N-s
ize o
f no
grea
ter t
han
30.
Con
fiden
ce in
terv
als
Secti
on 1
111(
b)(2
)
Stat
es h
ave
prop
osed
and
got
ten
appr
oval
for,
as p
art
of th
eir a
ccou
ntab
ility
pla
ns to
the
U.S
. DO
E, th
e us
e of
con
fiden
ce in
terv
als i
n m
akin
g va
rious
cal
cula
tions
re
late
d to
AYP
, inc
ludi
ng N
-size
.
Con
fiden
ce in
terv
als m
ay b
e se
en a
s “w
indo
ws”
su
rrou
ndin
g a
state
’s AM
O. Th
e siz
e of
the
win
dow
va
ries a
ccor
ding
to th
e nu
mbe
r of s
tude
nts i
n th
e su
bgro
up w
ho a
re te
sted
and
acco
rdin
g to
the
degr
ee
of p
roba
bilit
y th
at th
e gr
oup’s
ave
rage
scor
e re
pres
ents
thei
r tru
e le
vel o
f ach
ieve
men
t. C
onfid
ence
inte
rval
s ar
e ro
ughl
y an
alog
ous t
o th
e “m
argi
n of
err
or”
com
mon
ly re
port
ed w
ith o
pini
on p
olls.
Mai
ntai
n th
e us
e of
con
fiden
ce in
terv
als i
n ca
lcul
atin
g N
-size
s and
AYP
cal
cula
tions
fo
r tho
se st
ates
that
cho
ose
to u
se th
em. R
estr
ict t
he u
se o
f a st
ate’s
con
fiden
ce
inte
rval
to n
o m
ore
than
95
perc
ent.
Con
fiden
ce in
terv
als w
ill n
ot b
e pe
rmitt
ed in
de
term
inin
g w
heth
er a
chi
ld is
on
trac
k to
be
profi
cien
t und
er th
e gr
owth
mod
el
reco
mm
enda
tions
des
crib
ed a
bove
.
Chi
ldre
n w
ith
disa
bilit
ies
Secti
on 1
111(
b)(2
)(B)
(v
)(II
)(cc
)
Und
er th
e N
CLB
stat
ute,
chi
ldre
n w
ith d
isabi
litie
s ar
e tre
ated
the
sam
e as
oth
er su
bgro
ups f
or A
YP
calc
ulat
ion
purp
oses
. Chi
ldre
n w
ith d
isabi
litie
s, un
der t
he N
CLB
stat
ute,
in c
ombi
natio
n w
ith
the
Indi
vidu
als w
ith D
isabi
litie
s Edu
catio
n Ac
t (I
DEA
) sta
tute
and
regu
latio
ns, a
re re
quire
d to
be
give
n as
sess
men
ts un
der o
ne o
f thr
ee sc
enar
ios:
the
regu
lar a
sses
smen
t; th
e re
gula
r ass
essm
ent w
ith
acco
mm
odat
ions
; or a
ltern
ate
asse
ssm
ents
alig
ned
to
grad
e-le
vel s
tand
ards
.
Und
er re
gula
tions
and
gui
danc
e iss
ued
by th
e U
.S.
DO
E, tw
o ot
her a
sses
smen
t sce
nario
s hav
e be
en
deve
lope
d th
at d
efine
how
to a
sses
s chi
ldre
n w
ith
disa
bilit
ies f
or a
ccou
ntab
ility
pur
pose
s:
1 Pe
rcen
t Pol
icy:
Chi
ldre
n w
ith si
gnifi
cant
cog
nitiv
e di
sabi
litie
s can
be
asse
ssed
aga
inst
alte
rnat
e sta
ndar
ds
usin
g al
tern
ate
asse
ssm
ents.
The
stand
ards
for t
hese
ch
ildre
n ty
pica
lly c
onsis
t of v
ery
basic
mat
hem
atic
s an
d re
adin
g. A
chie
vem
ent o
f pro
ficie
ncy
on th
ese
asse
ssm
ents
coun
ts fo
r AYP
pur
pose
s. Sc
hool
dist
ricts
are
perm
itted
to in
clud
e up
to 1
per
cent
of t
heir
tota
l po
pula
tion
in th
is ca
tego
ry.
CO
NTI
NU
ED O
N P
AG
E 18
0
Auth
orize
the
1 pe
rcen
t pol
icy
issue
d by
the
U.S
. DO
E.
Amen
d th
e Ad
min
istra
tion’s
pro
pose
d 2
perc
ent p
olic
y by
redu
cing
the
perc
enta
ge to
1
perc
ent,
then
aut
horiz
e w
ith th
e fo
llow
ing
exce
ptio
ns:
•
Stre
ngth
en th
e ga
teke
epin
g pr
oced
ures
use
d to
det
erm
ine
whi
ch c
hild
ren
are
incl
uded
und
er th
is ne
w 1
per
cent
pol
icy.
This
incl
udes
strik
ing
the
prov
ision
fro
m th
e Ad
min
istra
tion’s
regu
latio
n th
at id
entifi
es a
chi
ld’s
disa
bilit
y as
the
mea
ns fo
r aut
omat
ic in
clus
ion
unde
r thi
s new
pol
icy.
•
Requ
ire sc
hool
dist
rict o
ffici
als t
o m
onito
r the
impl
emen
tatio
n of
this
polic
y to
en
sure
it is
uni
form
ly a
pplie
d to
scho
ols a
cros
s a sc
hool
dist
rict.
Add
seve
ral p
rovi
sions
to ID
EA to
stre
ngth
en th
e IE
P te
am’s
role
in d
eter
min
ing
the
appr
opria
te a
sses
smen
t for
chi
ldre
n w
ith d
isabi
litie
s and
to im
prov
e pa
rent
al
know
ledg
e of
such
dec
ision
s. Sp
ecifi
cally
, ID
EA w
ould
be
amen
ded
to re
quire
th
e fo
llow
ing:
•
IEP
team
s wou
ld a
ttest
in w
ritin
g th
at th
e te
am h
as su
ffici
ent k
now
ledg
e to
m
ake
a de
cisio
n on
the
child
’s as
sess
men
t and
whe
ther
the
child
shou
ld b
e in
the
exist
ing
1 pe
rcen
t cat
egor
y or
the
new
1 p
erce
nt c
ateg
ory.
Pare
nts m
ust r
ecei
ve
this
atte
statio
n in
writ
ing
befo
re si
gnin
g off
on
the
IEP’
s dec
ision
.
CO
NTI
NU
ED O
N P
AG
E 18
0
179Recommendation Tables: Accelerating Progress and Closing Achievement Gaps Through Improved Accountability
Issu
eC
urre
nt S
tatu
te/R
egul
atio
nR
eco
mm
enda
tio
n
Incl
usio
n of
scie
nce
as a
subj
ect f
or w
hich
AY
P ca
lcul
atio
ns a
re
mad
e fo
r sub
grou
ps
and
scho
ols
Secti
on 1
111(
b)(2
)(B)
Pres
ently
, NC
LB re
quire
s tha
t mat
hem
atic
s and
re
adin
g or
lang
uage
art
s be
incl
uded
in A
YP
calc
ulat
ions
. In
addi
tion,
scie
nce
asse
ssm
ents
are
requ
ired
to b
e ad
min
ister
ed b
egin
ning
in 2
007–
08,
but t
he re
sults
of t
hese
ass
essm
ents
are
not t
o be
in
clud
ed in
AYP
cal
cula
tions
. Und
er c
urre
nt la
w,
scie
nce
asse
ssm
ents
will
be
adm
inist
ered
(sta
rtin
g in
the
2007
–08
scho
ol y
ear)
onc
e in
eac
h of
the
follo
win
g gr
ade
span
s: 3–
5, 6
–9 a
nd 1
0–12
.
Incl
ude
the
resu
lts o
f sci
ence
ass
essm
ents
in A
YP c
alcu
latio
ns b
ased
on
the
exist
ing
grad
e-sp
an re
quire
men
ts.
Requ
ire st
ates
to e
stabl
ish a
nnua
l mea
sura
ble
obje
ctiv
es (A
MO
s) fo
r sci
ence
ac
hiev
emen
t, sim
ilar t
o th
e ex
istin
g AM
Os f
or re
adin
g or
lang
uage
art
s and
m
athe
mat
ics.
AMO
s sho
uld
be se
t und
er re
quire
men
ts of
cur
rent
law,
incl
udin
g th
e go
al o
f 100
per
cent
pro
ficie
ncy
by 2
013–
14.
Sam
e su
bgro
up,
sam
e su
bjec
t
Secti
on 1
111(
b)(2
)
Pres
ently
, the
NC
LB st
atut
e de
ems a
scho
ol to
be
in
impr
ovem
ent s
tatu
s if a
ny su
bgro
up in
the
scho
ol
does
not
mak
e AY
P in
eith
er re
adin
g or
mat
hem
atic
s du
ring
a tw
o-ye
ar sp
an. F
or e
xam
ple,
a sc
hool
wou
ld
be id
entifi
ed fo
r im
prov
emen
t if i
n on
e ye
ar d
isabl
ed
stude
nts d
id n
ot m
ake
AYP
in m
athe
mat
ics a
nd in
th
e ne
xt y
ear H
ispan
ic st
uden
ts di
d no
t mak
e AY
P in
read
ing.
Requ
ire sc
hool
s to
be id
entifi
ed fo
r sch
ool i
mpr
ovem
ent i
f the
y do
not
mak
e AY
P fo
r th
e sa
me
subg
roup
in th
e sa
me
subj
ect f
or tw
o co
nsec
utiv
e ye
ars.
N-s
ize
Secti
on 1
111(
b)(2
)
Und
er N
CLB
, sta
tes a
re re
quire
d to
set a
min
imum
su
bgro
up si
ze fo
r bot
h pu
blic
repo
rtin
g an
d AY
P ca
lcul
atio
ns. Th
e sta
tute
requ
ires t
his m
inim
um
size
to b
e se
t so
the
data
yie
lds “
statis
tical
ly re
liabl
e in
form
atio
n” a
nd w
ould
not
pro
duce
“per
sona
lly
iden
tifiab
le in
form
atio
n ab
out a
n in
divi
dual
stud
ent.”
Cur
rent
regu
latio
ns h
ave
no se
t lim
its o
n th
e N
-size
of
a sta
te. S
tate
s, as
par
t of t
heir
acco
unta
bilit
y pl
ans t
o th
e U
.S. D
OE,
subm
itted
a p
ropo
sed
N-s
ize. M
any
state
s hav
e su
bmitt
ed re
vise
d N
-size
s in
the
past
two
year
s. So
me
state
s hav
e re
ceiv
ed p
erm
issio
n fo
r N-s
izes
for c
hild
ren
with
disa
bilit
ies a
nd E
nglis
h la
ngua
ge
lear
ners
that
are
larg
er th
an o
ther
subg
roup
s.
Requ
ire a
ll N
-size
s for
the
purp
ose
of A
YP c
alcu
latio
ns to
be
no g
reat
er th
an 2
0.
Allo
w sc
hool
dist
ricts
to re
ques
t a w
aive
r fro
m th
e sta
te fo
r sch
ools
that
can
, thr
ough
do
cum
ente
d ev
iden
ce, j
ustif
y a
larg
er N
-size
. A w
aive
r gra
nted
by
the
state
can
pr
ovid
e an
N-s
ize o
f no
grea
ter t
han
30.
Con
fiden
ce in
terv
als
Secti
on 1
111(
b)(2
)
Stat
es h
ave
prop
osed
and
got
ten
appr
oval
for,
as p
art
of th
eir a
ccou
ntab
ility
pla
ns to
the
U.S
. DO
E, th
e us
e of
con
fiden
ce in
terv
als i
n m
akin
g va
rious
cal
cula
tions
re
late
d to
AYP
, inc
ludi
ng N
-size
.
Con
fiden
ce in
terv
als m
ay b
e se
en a
s “w
indo
ws”
su
rrou
ndin
g a
state
’s AM
O. Th
e siz
e of
the
win
dow
va
ries a
ccor
ding
to th
e nu
mbe
r of s
tude
nts i
n th
e su
bgro
up w
ho a
re te
sted
and
acco
rdin
g to
the
degr
ee
of p
roba
bilit
y th
at th
e gr
oup’s
ave
rage
scor
e re
pres
ents
thei
r tru
e le
vel o
f ach
ieve
men
t. C
onfid
ence
inte
rval
s ar
e ro
ughl
y an
alog
ous t
o th
e “m
argi
n of
err
or”
com
mon
ly re
port
ed w
ith o
pini
on p
olls.
Mai
ntai
n th
e us
e of
con
fiden
ce in
terv
als i
n ca
lcul
atin
g N
-size
s and
AYP
cal
cula
tions
fo
r tho
se st
ates
that
cho
ose
to u
se th
em. R
estr
ict t
he u
se o
f a st
ate’s
con
fiden
ce
inte
rval
to n
o m
ore
than
95
perc
ent.
Con
fiden
ce in
terv
als w
ill n
ot b
e pe
rmitt
ed in
de
term
inin
g w
heth
er a
chi
ld is
on
trac
k to
be
profi
cien
t und
er th
e gr
owth
mod
el
reco
mm
enda
tions
des
crib
ed a
bove
.
Chi
ldre
n w
ith
disa
bilit
ies
Secti
on 1
111(
b)(2
)(B)
(v
)(II
)(cc
)
Und
er th
e N
CLB
stat
ute,
chi
ldre
n w
ith d
isabi
litie
s ar
e tre
ated
the
sam
e as
oth
er su
bgro
ups f
or A
YP
calc
ulat
ion
purp
oses
. Chi
ldre
n w
ith d
isabi
litie
s, un
der t
he N
CLB
stat
ute,
in c
ombi
natio
n w
ith
the
Indi
vidu
als w
ith D
isabi
litie
s Edu
catio
n Ac
t (I
DEA
) sta
tute
and
regu
latio
ns, a
re re
quire
d to
be
give
n as
sess
men
ts un
der o
ne o
f thr
ee sc
enar
ios:
the
regu
lar a
sses
smen
t; th
e re
gula
r ass
essm
ent w
ith
acco
mm
odat
ions
; or a
ltern
ate
asse
ssm
ents
alig
ned
to
grad
e-le
vel s
tand
ards
.
Und
er re
gula
tions
and
gui
danc
e iss
ued
by th
e U
.S.
DO
E, tw
o ot
her a
sses
smen
t sce
nario
s hav
e be
en
deve
lope
d th
at d
efine
how
to a
sses
s chi
ldre
n w
ith
disa
bilit
ies f
or a
ccou
ntab
ility
pur
pose
s:
1 Pe
rcen
t Pol
icy:
Chi
ldre
n w
ith si
gnifi
cant
cog
nitiv
e di
sabi
litie
s can
be
asse
ssed
aga
inst
alte
rnat
e sta
ndar
ds
usin
g al
tern
ate
asse
ssm
ents.
The
stand
ards
for t
hese
ch
ildre
n ty
pica
lly c
onsis
t of v
ery
basic
mat
hem
atic
s an
d re
adin
g. A
chie
vem
ent o
f pro
ficie
ncy
on th
ese
asse
ssm
ents
coun
ts fo
r AYP
pur
pose
s. Sc
hool
dist
ricts
are
perm
itted
to in
clud
e up
to 1
per
cent
of t
heir
tota
l po
pula
tion
in th
is ca
tego
ry.
CO
NTI
NU
ED O
N P
AG
E 18
0
Auth
orize
the
1 pe
rcen
t pol
icy
issue
d by
the
U.S
. DO
E.
Amen
d th
e Ad
min
istra
tion’s
pro
pose
d 2
perc
ent p
olic
y by
redu
cing
the
perc
enta
ge to
1
perc
ent,
then
aut
horiz
e w
ith th
e fo
llow
ing
exce
ptio
ns:
•
Stre
ngth
en th
e ga
teke
epin
g pr
oced
ures
use
d to
det
erm
ine
whi
ch c
hild
ren
are
incl
uded
und
er th
is ne
w 1
per
cent
pol
icy.
This
incl
udes
strik
ing
the
prov
ision
fro
m th
e Ad
min
istra
tion’s
regu
latio
n th
at id
entifi
es a
chi
ld’s
disa
bilit
y as
the
mea
ns fo
r aut
omat
ic in
clus
ion
unde
r thi
s new
pol
icy.
•
Requ
ire sc
hool
dist
rict o
ffici
als t
o m
onito
r the
impl
emen
tatio
n of
this
polic
y to
en
sure
it is
uni
form
ly a
pplie
d to
scho
ols a
cros
s a sc
hool
dist
rict.
Add
seve
ral p
rovi
sions
to ID
EA to
stre
ngth
en th
e IE
P te
am’s
role
in d
eter
min
ing
the
appr
opria
te a
sses
smen
t for
chi
ldre
n w
ith d
isabi
litie
s and
to im
prov
e pa
rent
al
know
ledg
e of
such
dec
ision
s. Sp
ecifi
cally
, ID
EA w
ould
be
amen
ded
to re
quire
th
e fo
llow
ing:
•
IEP
team
s wou
ld a
ttest
in w
ritin
g th
at th
e te
am h
as su
ffici
ent k
now
ledg
e to
m
ake
a de
cisio
n on
the
child
’s as
sess
men
t and
whe
ther
the
child
shou
ld b
e in
the
exist
ing
1 pe
rcen
t cat
egor
y or
the
new
1 p
erce
nt c
ateg
ory.
Pare
nts m
ust r
ecei
ve
this
atte
statio
n in
writ
ing
befo
re si
gnin
g off
on
the
IEP’
s dec
ision
.
CO
NTI
NU
ED O
N P
AG
E 18
0
180 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children
Issu
eC
urre
nt S
tatu
te/R
egul
atio
nR
eco
mm
enda
tio
n
Prop
osed
2 P
erce
nt P
olic
y: Th
is ap
plie
s to
child
ren
with
disa
bilit
ies w
ho c
an a
chie
ve a
cade
mic
ally,
but
ca
n’t a
chie
ve a
t gra
de le
vel i
n th
e sa
me
perio
d of
tim
e as
thei
r non
disa
bled
pee
rs. Th
is po
licy
allo
ws s
choo
l di
stric
ts to
cla
ssify
up
to 2
per
cent
of t
heir
tota
l sch
ool
popu
latio
n in
add
ition
to th
e 1
perc
ent o
f stu
dent
s in
the
grou
p of
chi
ldre
n w
ith si
gnifi
cant
cog
nitiv
e di
sabi
litie
s (a
tota
l of u
p to
3 p
erce
nt).
Und
er
the
regu
latio
n, c
lass
ified
chi
ldre
n w
ould
be
give
n as
sess
men
ts ag
ains
t “m
odifi
ed a
chie
vem
ent s
tand
ards
.” Th
ese
stand
ards
shou
ld m
easu
re th
e sa
me
acad
emic
co
nten
t as r
egul
ar a
chie
vem
ent s
tand
ards
. Und
er
U.S
. DO
E’s p
ropo
sed
regu
latio
ns, s
choo
l dist
ricts
are
allo
wed
to e
xcee
d th
e 2
perc
ent c
ap if
they
hav
e no
t re
ache
d fu
ll ca
paci
ty u
nder
the
1 pe
rcen
t pol
icy.
The
tota
l of b
oth
grou
ps m
ay n
ot e
xcee
d 3
perc
ent.
In d
eter
min
ing
child
ren
to b
e cl
assifi
ed u
nder
the
2 pe
rcen
t reg
ulat
ion,
indi
vidu
alize
d ed
ucat
ion
prog
ram
(I
EP) t
eam
s mus
t det
erm
ine
that
:
•
A stu
dent
’s di
sabi
lity
prec
lude
s the
stud
ent f
rom
ac
hiev
ing
grad
e-le
vel p
rofic
ienc
y
•
The
stude
nt c
anno
t ach
ieve
gra
de-le
vel
profi
cien
cy e
ven
with
hig
h-qu
ality
instr
uctio
n
•
The
stude
nt is
rece
ivin
g gr
ade-
leve
l ins
truc
tion
in th
e su
bjec
ts fo
r whi
ch h
e or
she
is be
ing
asse
ssed
•
Scho
ol d
istric
ts sh
all b
e re
quire
d to
pro
vide
IEP
team
mem
bers
and
par
ents
of c
hild
ren
with
disa
bilit
ies w
ith a
gui
de d
evel
oped
by
the
U.S
. DO
E in
co
nsul
tatio
n w
ith th
e sta
tes a
nd p
aren
t tra
inin
g an
d in
form
atio
n ce
nter
s (PT
Is)
on a
sses
smen
ts un
der N
CLB
. The
guid
e m
ay b
e us
ed fo
r mea
surin
g a
child
’s ac
adem
ic p
rogr
ess a
nd th
e pr
oces
s use
d to
sele
ct th
e ap
prop
riate
ass
essm
ent
for t
he c
hild
. The
guid
e sh
all b
e pr
ovid
ed to
par
ents
annu
ally
and
upo
n pa
rent
re
ques
t. Th
e sta
te sh
all c
ondu
ct tr
aini
ngs,
in c
onju
nctio
n w
ith P
TIs
, for
m
embe
rs o
f IEP
team
s (in
clud
ing
pare
nts)
on
the
asse
ssm
ent s
elec
tion
proc
ess.
•
Scho
ol d
istric
ts sh
all b
e re
quire
d to
com
plet
e a
need
s ass
essm
ent a
nnua
lly to
en
sure
that
they
hav
e th
e ex
pert
ise a
nd p
erso
nnel
to m
ake
prop
er a
sses
smen
t an
d ac
coun
tabi
lity
cate
goriz
atio
ns o
f chi
ldre
n w
ith d
isabi
litie
s (pl
acem
ent i
n th
e ex
istin
g or
new
1 p
erce
nt c
ateg
orie
s).
•
Stat
es, a
s a c
ondi
tion
of re
ceiv
ing
IDEA
fund
ing,
shal
l ens
ure
that
scho
ol
distr
icts
can
rece
ive
tech
nica
l ass
istan
ce in
the
sele
ctio
n of
ass
essm
ents
and
the
plac
emen
t of c
hild
ren
in th
e ex
istin
g or
new
1 p
erce
nt c
ateg
orie
s.
Engl
ish la
ngua
ge
lear
ners
Secti
on 1
111(
b)(2
)(B)
(v
)(II
)(dd
)
Und
er re
gula
tions
and
gui
danc
e iss
ued
by th
e U
.S.
DO
E, E
nglis
h la
ngua
ge le
arne
rs d
o no
t hav
e to
be
test
ed in
the
first
yea
r the
y ar
e in
U.S
. sch
ools
and,
if
they
are
test
ed, s
choo
ls do
not
hav
e to
incl
ude
Engl
ish la
ngua
ge le
arne
r ass
essm
ent r
esul
ts in
sc
hool
s’ AY
P ca
lcul
atio
ns.
Also
und
er re
gula
tions
and
gui
danc
e iss
ued
by
the
U.S
. DO
E, E
nglis
h la
ngua
ge le
arne
rs m
ay b
e in
clud
ed in
this
subg
roup
for t
wo
addi
tiona
l yea
rs
afte
r the
y be
com
e pr
ofici
ent i
n En
glish
and
are
no
long
er c
lass
ified
as a
n En
glish
lang
uage
lear
ner.
Auth
orize
the
regu
latio
ns a
nd g
uida
nce
issue
d by
the
U.S
. DO
E an
d ex
pand
, fro
m tw
o ye
ars t
o th
ree
year
s, th
e am
ount
of t
ime
Engl
ish la
ngua
ge le
arne
rs m
ay
be in
clud
ed in
the
Engl
ish la
ngua
ge le
arne
r sub
grou
p af
ter t
hey
are
desig
nate
d as
pro
ficie
nt.
Oth
er in
dica
tors
(g
radu
atio
n ra
te
and
atte
ndan
ce)
Secti
on 1
111(
b)(2
)(D
)
Und
er c
urre
nt la
w, a
scho
ol’s
AYP
statu
s is d
eter
min
ed
base
d on
ass
essm
ent r
esul
ts pl
us a
n ad
ditio
nal
indi
cato
r. N
CLB
requ
ires g
radu
atio
n ra
tes t
o be
us
ed fo
r sec
onda
ry sc
hool
s and
requ
ires t
he st
ate
to
defin
e th
e ac
adem
ic in
dica
tor f
or e
lem
enta
ry sc
hool
s (o
ften
atte
ndan
ce ra
te is
use
d). I
f a sc
hool
met
its
AYP
for a
sses
smen
t res
ults,
but
did
not
mee
t its
othe
r in
dica
tor,
the
scho
ol w
ould
not
mee
t AYP
.
Und
er c
urre
nt re
gula
tions
, sta
tes a
re a
llow
ed to
set
the
grad
uatio
n-ra
te o
r ele
men
tary
scho
ol in
dica
tor a
t th
e le
vel t
hey
deci
de, e
ven
if it
is at
a le
vel b
elow
som
e sc
hool
s’ cu
rren
t per
form
ance
. In
addi
tion,
gra
duat
ion-
rate
and
ele
men
tary
scho
ol in
dica
tor d
ata
is vi
ewed
on
an a
ggre
gate
bas
is fo
r a sc
hool
, not
a su
bgro
up b
asis.
Requ
ire a
ll sta
tes t
o ad
opt t
he p
rovi
sions
of t
he N
atio
nal G
over
nors
Ass
ocia
tion
com
pact
on
grad
uatio
n ra
tes.
This
com
pact
, whi
ch w
as si
gned
by
all 5
0 go
vern
ors
and
the
gove
rnor
of P
uert
o R
ico,
requ
ires a
four
-yea
r adj
uste
d co
hort
gra
duat
ion
rate
us
ing
a co
mm
on fo
rmul
a.
Requ
ire th
e di
sagg
rega
tion
of g
radu
atio
n-ra
te a
nd e
lem
enta
ry sc
hool
indi
cato
r dat
a an
d us
e th
is di
sagg
rega
ted
data
for A
YP c
alcu
latio
ns.
Requ
ire st
ates
to se
t goa
ls fo
r con
tinuo
us p
rogr
ess i
n in
crea
sing
grad
uatio
n ra
tes a
nd
the
elem
enta
ry sc
hool
indi
cato
r (on
a d
isagg
rega
ted
subg
roup
bas
is at
the
state
, sch
ool
distr
ict a
nd sc
hool
leve
ls) to
clo
se th
e ga
p be
twee
n su
bgro
ups i
n gr
adua
tion
rate
s and
th
e el
emen
tary
scho
ol in
dica
tor b
y th
e 20
13–1
4 sc
hool
yea
r.
Stat
es, d
istric
ts an
d sc
hool
s wou
ld b
e de
emed
to h
ave
clos
ed th
e ga
p fo
r an
indi
cato
r in
any
yea
r in
whi
ch th
ere
is le
ss th
an a
five
per
cent
ile p
oint
diff
eren
ce b
etw
een
the
subg
roup
with
the
high
est r
ate
and
the
subg
roup
with
the
low
est r
ate.
Chi
ldre
n w
ith
disa
bilit
ies w
ho a
re n
ot a
sses
sed
agai
nst g
rade
-leve
l con
tent
stan
dard
s wou
ld n
ot b
e in
clud
ed in
gra
duat
ion-
rate
cal
cula
tions
for A
YP p
urpo
ses.
181Recommendation Tables: Accelerating Progress and Closing Achievement Gaps Through Improved Accountability
Issu
eC
urre
nt S
tatu
te/R
egul
atio
nR
eco
mm
enda
tio
n
Prop
osed
2 P
erce
nt P
olic
y: Th
is ap
plie
s to
child
ren
with
disa
bilit
ies w
ho c
an a
chie
ve a
cade
mic
ally,
but
ca
n’t a
chie
ve a
t gra
de le
vel i
n th
e sa
me
perio
d of
tim
e as
thei
r non
disa
bled
pee
rs. Th
is po
licy
allo
ws s
choo
l di
stric
ts to
cla
ssify
up
to 2
per
cent
of t
heir
tota
l sch
ool
popu
latio
n in
add
ition
to th
e 1
perc
ent o
f stu
dent
s in
the
grou
p of
chi
ldre
n w
ith si
gnifi
cant
cog
nitiv
e di
sabi
litie
s (a
tota
l of u
p to
3 p
erce
nt).
Und
er
the
regu
latio
n, c
lass
ified
chi
ldre
n w
ould
be
give
n as
sess
men
ts ag
ains
t “m
odifi
ed a
chie
vem
ent s
tand
ards
.” Th
ese
stand
ards
shou
ld m
easu
re th
e sa
me
acad
emic
co
nten
t as r
egul
ar a
chie
vem
ent s
tand
ards
. Und
er
U.S
. DO
E’s p
ropo
sed
regu
latio
ns, s
choo
l dist
ricts
are
allo
wed
to e
xcee
d th
e 2
perc
ent c
ap if
they
hav
e no
t re
ache
d fu
ll ca
paci
ty u
nder
the
1 pe
rcen
t pol
icy.
The
tota
l of b
oth
grou
ps m
ay n
ot e
xcee
d 3
perc
ent.
In d
eter
min
ing
child
ren
to b
e cl
assifi
ed u
nder
the
2 pe
rcen
t reg
ulat
ion,
indi
vidu
alize
d ed
ucat
ion
prog
ram
(I
EP) t
eam
s mus
t det
erm
ine
that
:
•
A stu
dent
’s di
sabi
lity
prec
lude
s the
stud
ent f
rom
ac
hiev
ing
grad
e-le
vel p
rofic
ienc
y
•
The
stude
nt c
anno
t ach
ieve
gra
de-le
vel
profi
cien
cy e
ven
with
hig
h-qu
ality
instr
uctio
n
•
The
stude
nt is
rece
ivin
g gr
ade-
leve
l ins
truc
tion
in th
e su
bjec
ts fo
r whi
ch h
e or
she
is be
ing
asse
ssed
•
Scho
ol d
istric
ts sh
all b
e re
quire
d to
pro
vide
IEP
team
mem
bers
and
par
ents
of c
hild
ren
with
disa
bilit
ies w
ith a
gui
de d
evel
oped
by
the
U.S
. DO
E in
co
nsul
tatio
n w
ith th
e sta
tes a
nd p
aren
t tra
inin
g an
d in
form
atio
n ce
nter
s (PT
Is)
on a
sses
smen
ts un
der N
CLB
. The
guid
e m
ay b
e us
ed fo
r mea
surin
g a
child
’s ac
adem
ic p
rogr
ess a
nd th
e pr
oces
s use
d to
sele
ct th
e ap
prop
riate
ass
essm
ent
for t
he c
hild
. The
guid
e sh
all b
e pr
ovid
ed to
par
ents
annu
ally
and
upo
n pa
rent
re
ques
t. Th
e sta
te sh
all c
ondu
ct tr
aini
ngs,
in c
onju
nctio
n w
ith P
TIs
, for
m
embe
rs o
f IEP
team
s (in
clud
ing
pare
nts)
on
the
asse
ssm
ent s
elec
tion
proc
ess.
•
Scho
ol d
istric
ts sh
all b
e re
quire
d to
com
plet
e a
need
s ass
essm
ent a
nnua
lly to
en
sure
that
they
hav
e th
e ex
pert
ise a
nd p
erso
nnel
to m
ake
prop
er a
sses
smen
t an
d ac
coun
tabi
lity
cate
goriz
atio
ns o
f chi
ldre
n w
ith d
isabi
litie
s (pl
acem
ent i
n th
e ex
istin
g or
new
1 p
erce
nt c
ateg
orie
s).
•
Stat
es, a
s a c
ondi
tion
of re
ceiv
ing
IDEA
fund
ing,
shal
l ens
ure
that
scho
ol
distr
icts
can
rece
ive
tech
nica
l ass
istan
ce in
the
sele
ctio
n of
ass
essm
ents
and
the
plac
emen
t of c
hild
ren
in th
e ex
istin
g or
new
1 p
erce
nt c
ateg
orie
s.
Engl
ish la
ngua
ge
lear
ners
Secti
on 1
111(
b)(2
)(B)
(v
)(II
)(dd
)
Und
er re
gula
tions
and
gui
danc
e iss
ued
by th
e U
.S.
DO
E, E
nglis
h la
ngua
ge le
arne
rs d
o no
t hav
e to
be
test
ed in
the
first
yea
r the
y ar
e in
U.S
. sch
ools
and,
if
they
are
test
ed, s
choo
ls do
not
hav
e to
incl
ude
Engl
ish la
ngua
ge le
arne
r ass
essm
ent r
esul
ts in
sc
hool
s’ AY
P ca
lcul
atio
ns.
Also
und
er re
gula
tions
and
gui
danc
e iss
ued
by
the
U.S
. DO
E, E
nglis
h la
ngua
ge le
arne
rs m
ay b
e in
clud
ed in
this
subg
roup
for t
wo
addi
tiona
l yea
rs
afte
r the
y be
com
e pr
ofici
ent i
n En
glish
and
are
no
long
er c
lass
ified
as a
n En
glish
lang
uage
lear
ner.
Auth
orize
the
regu
latio
ns a
nd g
uida
nce
issue
d by
the
U.S
. DO
E an
d ex
pand
, fro
m tw
o ye
ars t
o th
ree
year
s, th
e am
ount
of t
ime
Engl
ish la
ngua
ge le
arne
rs m
ay
be in
clud
ed in
the
Engl
ish la
ngua
ge le
arne
r sub
grou
p af
ter t
hey
are
desig
nate
d as
pro
ficie
nt.
Oth
er in
dica
tors
(g
radu
atio
n ra
te
and
atte
ndan
ce)
Secti
on 1
111(
b)(2
)(D
)
Und
er c
urre
nt la
w, a
scho
ol’s
AYP
statu
s is d
eter
min
ed
base
d on
ass
essm
ent r
esul
ts pl
us a
n ad
ditio
nal
indi
cato
r. N
CLB
requ
ires g
radu
atio
n ra
tes t
o be
us
ed fo
r sec
onda
ry sc
hool
s and
requ
ires t
he st
ate
to
defin
e th
e ac
adem
ic in
dica
tor f
or e
lem
enta
ry sc
hool
s (o
ften
atte
ndan
ce ra
te is
use
d). I
f a sc
hool
met
its
AYP
for a
sses
smen
t res
ults,
but
did
not
mee
t its
othe
r in
dica
tor,
the
scho
ol w
ould
not
mee
t AYP
.
Und
er c
urre
nt re
gula
tions
, sta
tes a
re a
llow
ed to
set
the
grad
uatio
n-ra
te o
r ele
men
tary
scho
ol in
dica
tor a
t th
e le
vel t
hey
deci
de, e
ven
if it
is at
a le
vel b
elow
som
e sc
hool
s’ cu
rren
t per
form
ance
. In
addi
tion,
gra
duat
ion-
rate
and
ele
men
tary
scho
ol in
dica
tor d
ata
is vi
ewed
on
an a
ggre
gate
bas
is fo
r a sc
hool
, not
a su
bgro
up b
asis.
Requ
ire a
ll sta
tes t
o ad
opt t
he p
rovi
sions
of t
he N
atio
nal G
over
nors
Ass
ocia
tion
com
pact
on
grad
uatio
n ra
tes.
This
com
pact
, whi
ch w
as si
gned
by
all 5
0 go
vern
ors
and
the
gove
rnor
of P
uert
o R
ico,
requ
ires a
four
-yea
r adj
uste
d co
hort
gra
duat
ion
rate
us
ing
a co
mm
on fo
rmul
a.
Requ
ire th
e di
sagg
rega
tion
of g
radu
atio
n-ra
te a
nd e
lem
enta
ry sc
hool
indi
cato
r dat
a an
d us
e th
is di
sagg
rega
ted
data
for A
YP c
alcu
latio
ns.
Requ
ire st
ates
to se
t goa
ls fo
r con
tinuo
us p
rogr
ess i
n in
crea
sing
grad
uatio
n ra
tes a
nd
the
elem
enta
ry sc
hool
indi
cato
r (on
a d
isagg
rega
ted
subg
roup
bas
is at
the
state
, sch
ool
distr
ict a
nd sc
hool
leve
ls) to
clo
se th
e ga
p be
twee
n su
bgro
ups i
n gr
adua
tion
rate
s and
th
e el
emen
tary
scho
ol in
dica
tor b
y th
e 20
13–1
4 sc
hool
yea
r.
Stat
es, d
istric
ts an
d sc
hool
s wou
ld b
e de
emed
to h
ave
clos
ed th
e ga
p fo
r an
indi
cato
r in
any
yea
r in
whi
ch th
ere
is le
ss th
an a
five
per
cent
ile p
oint
diff
eren
ce b
etw
een
the
subg
roup
with
the
high
est r
ate
and
the
subg
roup
with
the
low
est r
ate.
Chi
ldre
n w
ith
disa
bilit
ies w
ho a
re n
ot a
sses
sed
agai
nst g
rade
-leve
l con
tent
stan
dard
s wou
ld n
ot b
e in
clud
ed in
gra
duat
ion-
rate
cal
cula
tions
for A
YP p
urpo
ses.
182 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children
Issu
eC
urre
nt S
tatu
te/R
egul
atio
nR
eco
mm
enda
tio
n
Enfo
rcem
ent
No
such
pro
visio
n.St
ates
wou
ld b
e re
quire
d to
set u
p an
adm
inist
rativ
e pr
oces
s for
hea
ring
com
plai
nts
that
a st
ate,
dist
rict o
r sch
ool i
s vio
latin
g or
faili
ng to
impl
emen
t any
stat
utor
y or
re
gula
tory
pro
visio
n or
app
rove
d pl
an re
quire
d un
der N
CLB
. Ind
ivid
uals
wou
ld
first
be re
quire
d to
file
a c
ompl
aint
with
the
state
und
er th
is pr
oces
s. Th
e sta
te
shal
l des
igna
te im
part
ial h
earin
g offi
cers
to h
ear,
mak
e de
term
inat
ions
and
offe
r re
com
men
datio
ns to
the
state
. The
state
, afte
r rec
eivi
ng re
com
men
datio
ns fr
om
the
hear
ing
office
rs, w
ould
be
requ
ired
to re
ach
a de
term
inat
ion
with
in 3
0 da
ys o
f re
ceiv
ing
a co
mpl
aint
.
If a
state
doe
s not
reso
lve
the
com
plai
nt to
the
satis
fact
ion
of th
e in
divi
dual
or g
roup
fil
ing
the
com
plai
nt, t
he in
divi
dual
may
pur
sue
the
mat
ter w
ith th
e U
.S. D
OE.
The
U.S
. Sec
reta
ry o
f Edu
catio
n w
ould
sele
ct w
hich
com
plai
nts t
o co
nsid
er a
nd
wou
ld n
ot b
e re
quire
d to
hea
r or c
onsid
er e
very
com
plai
nt. W
ithin
60
days
of
rece
ivin
g a
com
plai
nt, t
he S
ecre
tary
wou
ld b
e re
quire
d to
det
erm
ine
whe
ther
the
com
plai
nt w
ill b
e re
view
ed. I
f the
Sec
reta
ry d
eter
min
es th
e co
mpl
aint
will
be
revi
ewed
, the
Sec
reta
ry w
ould
hav
e 60
day
s to
revi
ew th
e co
mpl
aint
. If t
he S
ecre
tary
re
view
s a c
ompl
aint
, the
resu
lts o
f the
revi
ew sh
all b
e co
nsid
ered
fina
l and
no
othe
r ap
peal
s, in
clud
ing
thos
e in
stat
e or
fede
ral c
ourt
, wou
ld b
e pe
rmitt
ed.
The
Secr
etar
y w
ill e
stabl
ish a
pro
cess
for d
eter
min
ing
whe
ther
the
com
plai
nts
subm
itted
show
a p
atte
rn o
f con
siste
nt p
robl
ems o
n pa
rtic
ular
issu
es in
any
stat
e or
di
stric
t, or
nat
iona
lly. I
f the
Sec
reta
ry id
entifi
es su
ch a
pat
tern
, the
Sec
reta
ry sh
all
issue
app
ropr
iate
cor
resp
onde
nce
desig
ned
to a
ddre
ss th
e iss
ue.
If th
e Se
cret
ary
notifi
es th
e in
divi
dual
that
the
com
plai
nt w
ill n
ot b
e re
view
ed, t
he
indi
vidu
al w
ould
hav
e th
e rig
ht to
take
the
com
plai
nt to
stat
e co
urt.
A sim
ilar p
roce
ss
wou
ld b
e es
tabl
ished
for c
ompl
aint
s aga
inst
the
U.S
. DO
E’s i
mpl
emen
tatio
n, o
r vi
olat
ion,
of a
n N
CLB
pro
visio
n.
In a
ny c
ase,
the
only
ava
ilabl
e re
med
y w
ould
be
an o
rder
to e
nfor
ce th
e la
w;
ther
e w
ould
be
no fi
nanc
ial o
r oth
er p
enal
ties a
sses
sed.
A c
ourt
cou
ld n
ot is
sue
an in
junc
tion
to p
rohi
bit t
he fl
ow o
f fed
eral
fund
s or t
o pr
ohib
it th
e co
ntin
ued
impl
emen
tatio
n of
any
oth
er p
rovi
sion
of th
e la
w w
hile
indi
vidu
al c
ases
are
pen
ding
.
183Recommendation Tables: Moving Beyond the Status Quo to Effective School Improvement and Student Options
Issu
eC
urre
nt S
tatu
te/R
egul
atio
nR
eco
mm
enda
tio
n
Publ
ic sc
hool
cho
ice
Secti
on 1
116(
b)(1
)(E)
Scho
ol d
istric
ts m
ust o
ffer s
tude
nts i
n sc
hool
s tha
t do
not
mak
e ad
equa
te y
early
pro
cess
(AYP
) for
two
or m
ore
cons
ecut
ive
year
s the
opt
ion
to tr
ansfe
r to
a sc
hool
not
iden
tified
for s
choo
l im
prov
emen
t w
ithin
the
distr
ict,
with
the
cost
of tr
ansp
orta
tion
to th
e sc
hool
pro
vide
d by
the
distr
ict.
Und
er T
itle
I re
gula
tions
, dist
ricts
are
requ
ired
to sp
end
up to
20
perc
ent o
f the
ir Ti
tle I
allo
catio
n (b
ased
on
dem
and)
to
pay
for t
he c
ombi
ned
costs
of t
rans
port
atio
n fo
r pu
blic
scho
ol c
hoic
e an
d fo
r sup
plem
enta
l edu
catio
nal
serv
ices
(SES
).
Dist
ricts
with
scho
ols a
t whi
ch p
ublic
scho
ol c
hoic
e m
ust b
e off
ered
wou
ld b
e re
quire
d to
ens
ure
that
a n
umbe
r of s
lots
equa
l to
10 p
erce
nt o
f the
tota
l num
ber o
f se
ats i
n sc
hool
s tha
t mad
e AY
P ar
e av
aila
ble
for p
ublic
scho
ol c
hoic
e tr
ansfe
rs. Th
is po
licy
wou
ld n
ot a
ffect
NC
LB’s
curr
ent r
egul
ator
y re
quire
men
t for
dist
ricts
to p
rovi
de
at le
ast t
wo
scho
ols f
rom
whi
ch e
ligib
le st
uden
ts ca
n ch
oose
. Sch
ools
wou
ld n
ot b
e al
low
ed to
den
y en
rollm
ent t
o an
y stu
dent
s who
are
geo
grap
hica
lly a
ssig
ned
to a
ttend
sc
hool
s at w
hich
slot
s are
rese
rved
.
A sc
hool
dist
rict t
hat m
ust o
ffer p
ublic
scho
ol c
hoic
e w
ould
be
requ
ired
to a
nnua
lly
docu
men
t, th
roug
h an
inde
pend
ent a
udit
(whi
ch m
ay b
e co
nduc
ted
by th
e sta
te),
the
spac
e av
aila
ble
for p
ublic
scho
ol c
hoic
e tr
ansfe
rs in
scho
ols t
hat m
ade
AYP.
If th
e au
dit s
how
s tha
t any
scho
ol th
at m
ade
AYP
does
not
hav
e th
e ph
ysic
al sp
ace,
an
d ca
nnot
reas
onab
ly a
cqui
re a
dditi
onal
phy
sical
spac
e, to
acc
omm
odat
e th
e re
quire
d pe
rcen
tage
of t
rans
fer s
tude
nts d
escr
ibed
abo
ve, t
hat s
choo
l is r
espo
nsib
le
only
for a
ccom
mod
atin
g th
e m
axim
um n
umbe
r sho
wn
to b
e pr
actic
al in
the
audi
t. Li
mita
tions
that
wou
ld a
ffect
ava
ilabl
e sp
ace
incl
ude
the
lack
of l
and
for p
orta
ble
clas
sroo
ms,
the
inab
ility
to a
cqui
re n
ew c
lass
room
spac
e, a
nd st
ate
and
loca
l hea
lth
and
safe
ty la
ws a
nd re
gula
tions
.
Flex
ibili
ty in
pr
ovid
ing
SES
Secti
on 1
116(
b)(5
)(B)
Dist
ricts
mus
t offe
r all
stude
nts i
n sc
hool
s tha
t do
not m
ake
AYP
for t
hree
or m
ore
cons
ecut
ive
year
s the
op
port
unity
to c
hoos
e an
SES
pro
vide
r fro
m w
hich
to
rece
ive
tuto
ring
that
is in
add
ition
to in
struc
tion
stude
nts a
lread
y re
ceiv
e du
ring
out-o
f-sch
ool h
ours
. O
nce
a pr
ovid
er h
as b
een
sele
cted
, sch
ool d
istric
ts en
ter i
nto
a co
ntra
ct w
ith th
e pr
ovid
er to
giv
e se
rvic
es
to th
e stu
dent
. Sch
ool d
istric
ts ar
e re
quire
d to
use
up
to 2
0 pe
rcen
t of t
heir
Title
I al
loca
tion
to p
ay fo
r the
co
mbi
ned
costs
of t
rans
port
atio
n fo
r pub
lic sc
hool
ch
oice
and
SES
. Ther
e is
a ca
p on
the
amou
nt o
f fun
ds
avai
labl
e fo
r eac
h el
igib
le st
uden
t.
If a
scho
ol d
istric
t is u
nabl
e to
acc
omm
odat
e al
l of i
ts re
ques
ts fo
r pub
lic sc
hool
ch
oice
(as d
emon
strat
ed th
roug
h an
aud
it), t
he sc
hool
dist
rict m
ust o
ffer S
ES to
a
child
afte
r tw
o co
nsec
utiv
e ye
ars o
f not
mak
ing
AYP
(inste
ad o
f wai
ting
until
thre
e ye
ars o
f not
mak
ing
AYP
as u
nder
cur
rent
law
). To
be
elig
ible
, a c
hild
mus
t:
•
Requ
est a
tran
sfer t
o an
othe
r pub
lic sc
hool
, but
the
requ
est f
or tr
ansfe
r co
uld
not b
e ac
com
mod
ated
, and
•
Mee
t the
elig
ibili
ty fo
r SES
(whi
ch re
quire
s the
chi
ld to
be
from
a
low
-inco
me
fam
ily)
The
offer
ing
of S
ES u
nder
thes
e ci
rcum
stanc
es w
ould
still
be
subj
ect t
o al
l of t
he
requ
irem
ents
cont
aine
d in
Sec
tion
1116
of N
CLB
, inc
ludi
ng th
e 20
per
cent
cap
on
publ
ic sc
hool
cho
ice/
SES
spen
ding
.
Rec
om
men
dati
ons
for
Mov
ing
Bey
ond
the
Sta
tus
Quo
to
Eff
ecti
ve S
cho
ol I
mpr
ovem
ent
and
Stu
dent
Opt
ions
184 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children
Issu
eC
urre
nt S
tatu
te/R
egul
atio
nR
eco
mm
enda
tio
n
Acce
ss to
scho
ol
faci
litie
s for
pr
ovid
ing
SES
Secti
on 1
116(
e)
No
such
pro
visio
n.D
istric
ts th
at p
erm
it ot
her n
on-s
choo
l-affi
liate
d en
titie
s to
use
scho
ol fa
cilit
ies w
ould
be
requ
ired
to o
ffer s
pace
in sc
hool
s for
priv
ate
prov
ider
s of S
ES se
rvic
es. S
choo
ls m
ust e
stabl
ish a
tran
spar
ent a
nd fa
ir pr
oces
s for
det
erm
inin
g w
hich
pro
vide
rs c
an u
se
thei
r fac
ilitie
s and
can
lim
it th
e nu
mbe
r of p
rovi
ders
usin
g fa
cilit
ies t
o a
reas
onab
le
num
ber,
afte
r con
sulta
tion
with
par
ents
of c
hild
ren
rece
ivin
g SE
S.
Rolli
ng e
nrol
lmen
t of
elig
ible
SES
stud
ents
Secti
on 1
116(
e)
Scho
ol d
istric
ts ar
e re
quire
d to
pro
vide
, at a
m
inim
um, a
nnua
l not
ice
to p
aren
ts (in
an
unde
rsta
ndab
le a
nd u
nifo
rm fo
rmat
and
, to
the
exte
nt
prac
ticab
le, i
n a
lang
uage
that
par
ents
can
unde
rsta
nd)
of th
e av
aila
bilit
y of
serv
ices
und
er th
is su
bsec
tion.
Th
e pe
riod
of ti
me
allo
wed
for p
aren
ts to
enr
oll t
heir
child
ren
is no
t defi
ned
in th
e sta
tute
.
A sc
hool
dist
rict w
ould
be
requ
ired
to o
ffer m
ultip
le e
nrol
lmen
t per
iods
thro
ugho
ut
the
scho
ol y
ear t
hat s
pan,
at a
min
imum
, fou
r mon
ths o
f the
scho
ol y
ear.
The
crea
tion
of
mul
ti-di
stric
t co
oper
ativ
es to
im
prov
e SE
S im
plem
enta
tion
in sm
all a
nd
rura
l dist
ricts
Secti
on 1
116(
e)
No
such
pro
visio
n.D
istric
ts w
ould
be
allo
wed
(thr
ough
con
sort
ium
s) to
poo
l res
ourc
es to
dev
elop
un
iform
pro
cess
es fo
r SES
info
rmat
ion
diss
emin
atio
n, e
nrol
lmen
t for
ms,
stude
nt
trac
king
syste
ms a
nd o
ther
act
iviti
es b
y w
hich
mul
tiple
dist
ricts
coul
d m
ore
effec
tivel
y se
rve
elig
ible
stud
ents
whi
le re
duci
ng c
osts
and
pape
rwor
k. D
istric
ts w
ould
also
be
allo
wed
to p
ool g
roup
s of e
ligib
le st
uden
ts, w
here
pra
ctic
able
, to
attr
act a
dditi
onal
pr
ovid
er o
ptio
ns.
Scho
ol d
istric
t ad
min
istra
tive
expe
nses
in o
pera
ting
SES
prog
ram
s
Und
er c
urre
nt la
w a
nd re
gula
tions
, sch
ool d
istric
ts ar
e pr
even
ted
from
usin
g an
y of
thei
r Titl
e I f
unds
to p
ay
for t
he a
dmin
istra
tive
costs
of S
ES.
Scho
ol d
istric
ts w
ould
be
allo
wed
to u
se u
p to
1 p
erce
nt o
f fun
ds e
xpen
ded
in th
e pr
ior y
ear f
or S
ES to
pay
for t
he a
dmin
istra
tive
costs
of S
ES.
Pare
ntal
con
tact
for
SES,
cho
ice
and
othe
r N
CLB
info
rmat
ion
and
prog
ram
s
No
such
pro
visio
n.Sc
hool
dist
ricts
wou
ld b
e re
quire
d to
des
igna
te a
poi
nt o
f con
tact
—an
offi
ce o
r an
indi
vidu
al—
for p
aren
ts se
ekin
g in
form
atio
n on
SES
, pub
lic sc
hool
cho
ice
and
othe
r NC
LB p
rogr
ams.
Scho
ol d
istric
ts w
ould
hav
e to
mak
e co
ntac
t inf
orm
atio
n (p
hone
num
ber a
nd e
-mai
l add
ress
) rea
dily
acc
essib
le to
par
ents
and
com
mun
ity
orga
niza
tions
thro
ugh
the
scho
ol d
istric
t Web
site
, sch
ool i
nfor
mat
ion
and
docu
men
tatio
n, a
nd w
idel
y re
ad p
ublic
atio
ns.
Nat
iona
l eva
luat
ion
of S
ES p
rogr
am
effec
tiven
ess i
n im
prov
ing
stude
nt
achi
evem
ent
NC
LB re
quire
d th
e U
.S. S
ecre
tary
of E
duca
tion
to
cond
uct a
nat
iona
l eva
luat
ion
of th
e im
plem
enta
tion
of T
itle
I rel
ated
to a
sses
smen
ts, a
ccou
ntab
ility
, sc
hool
cho
ice
and
SES,
and
teac
her q
ualit
y, as
wel
l as
exam
inin
g tre
nds i
n stu
dent
ach
ieve
men
t.
The
U.S
. Dep
artm
ent o
f Edu
catio
n (U
.S. D
OE)
wou
ld b
e re
quire
d to
use
a p
ortio
n of
Titl
e I e
valu
atio
n fu
ndin
g to
form
ally
stud
y th
e im
pact
of S
ES in
impr
ovin
g th
e ac
adem
ic a
chie
vem
ent o
f stu
dent
s who
rece
ive
them
. This
study
wou
ld e
xam
ine
whe
ther
stud
ents
usin
g SE
S pr
ovid
ers a
re e
xper
ienc
ing
lear
ning
gai
ns a
ttrib
utab
le
to th
e pr
ovid
ers’
serv
ices
, and
ana
lyze
the
impa
ct o
f diff
eren
t typ
es o
f pro
vide
rs (f
or-
profi
t, sc
hool
dist
rict,
nonp
rofit
, dist
ance
lear
ning
mod
els)
, usin
g a
cont
rol-g
roup
app
roac
h.
Stat
e ov
ersig
ht
and
eval
uatio
n of
SE
S pr
ovid
ers
Secti
on 1
116(
e)
Und
er c
urre
nt la
w, st
ates
are
requ
ired
to o
vers
ee
prov
ider
s and
the
serv
ices
they
offe
r. Sp
ecifi
cally
, sta
tes
are
requ
ired
to:
•
Dev
elop
crit
eria
for t
he a
ppro
val o
f pro
vide
rs
that
is b
ased
on
prod
ucin
g ac
adem
ic g
ains
re
leva
nt to
the
state
’s sta
ndar
ds
•
Mai
ntai
n an
upd
ated
list
of p
rovi
ders
from
w
hich
par
ents
may
sele
ct a
pro
vide
r
•
Dev
elop
, im
plem
ent a
nd p
ublic
ly re
port
on
the
stand
ards
and
tech
niqu
es fo
r mon
itorin
g se
rvic
es
offer
ed b
y pr
ovid
ers (
thes
e sta
ndar
ds a
re re
quire
d to
incl
ude
a m
etho
d fo
r with
draw
ing
appr
oval
fro
m p
rovi
ders
who
do
not “
cont
ribut
e” to
pr
oduc
ing
gain
s rel
evan
t to
the
state
’s sta
ndar
ds)
Stat
es w
ould
be
requ
ired
to ta
ke a
n ex
pand
ed o
vers
ight
role
that
wou
ld b
e pa
rtia
lly
fund
ed w
ith a
por
tion
of S
ES p
aym
ents
to p
rovi
ders
.
Stat
es w
ould
be
requ
ired
to c
ondu
ct a
n ev
alua
tion
of e
ach
appr
oved
SES
pro
vide
r to
det
erm
ine
the
aver
age
amou
nt o
f aca
dem
ic p
rogr
ess s
tude
nts r
ecei
ving
serv
ices
fro
m th
e pr
ovid
er a
re m
akin
g on
stat
e as
sess
men
ts. Th
is ev
alua
tion
will
be
cond
ucte
d ag
ains
t a c
ontro
l gro
up o
f sim
ilar s
tude
nts.
If th
e ev
alua
tion
dem
onstr
ates
that
a
prov
ider
’s stu
dent
s are
not
mak
ing
suffi
cien
t lea
rnin
g ga
ins a
s defi
ned
by th
e sta
te
for t
wo
cons
ecut
ive
year
s, th
e pr
ovid
er w
ill b
e te
rmin
ated
from
the
list o
f pro
vide
rs
elig
ible
to su
pply
SES
pai
d fo
r with
Titl
e I f
undi
ng, a
fter s
uffici
ent n
otic
e an
d op
port
unity
for a
n ap
peal
.
To o
ffset
the
costs
of t
his e
xpan
ded
over
sight
role
, sta
tes w
ould
rece
ive
up to
1
perc
ent o
f fun
ds th
at d
istric
ts al
loca
te to
pro
vide
rs (i
nclu
ding
scho
ol d
istric
ts ac
ting
as p
rovi
ders
) for
pay
men
t for
SES
. Dist
ricts
wou
ld w
ithho
ld th
e 1
perc
ent p
rior t
o m
akin
g an
y pa
ymen
ts to
pro
vide
rs a
nd w
ould
send
it b
ack
to th
e sta
te.
Soci
al a
nd m
enta
l he
alth
serv
ices
in
the
scho
ol
impr
ovem
ent p
lan
Scho
ols t
hat d
o no
t mak
e AY
P fo
r tw
o co
nsec
utiv
e ye
ars m
ust d
evel
op a
scho
ol im
prov
emen
t pla
n to
ad
dres
s the
reas
ons f
or th
eir i
nabi
lity
to m
ake
AYP.
Scho
ols,
whe
n de
velo
ping
thei
r sch
ool i
mpr
ovem
ent p
lan,
wou
ld b
e re
quire
d to
de
term
ine
the
avai
labi
lity
in th
e sc
hool
and
the
com
mun
ity o
f soc
ial a
nd m
enta
l he
alth
serv
ices
for s
tude
nts.
Cor
rect
ive
actio
nIn
scho
ols t
hat m
iss A
YP fo
r a fo
urth
con
secu
tive
year
, di
stric
ts m
ust i
mpl
emen
t at l
east
one
of th
e fo
llow
ing
corr
ectiv
e ac
tions
: rep
lace
scho
ol st
aff m
embe
rs w
ho
are
rele
vant
to th
e fa
ilure
to m
ake
AYP;
impl
emen
t a
new
cur
ricul
um; d
ecre
ase
man
agem
ent a
utho
rity
at
CO
NTI
NU
ED O
N P
AG
E 18
6
Scho
ols t
hat f
all i
nto
corr
ectiv
e ac
tion
wou
ld b
e re
quire
d to
sele
ct g
roup
ed c
orre
ctiv
e ac
tions
to a
llow
bro
ader
inte
rven
tions
in su
ch sc
hool
s. In
mak
ing
thei
r dec
ision
s, di
stric
ts sh
ould
take
into
acc
ount
thos
e ch
arac
teris
tics r
esea
rch
sugg
ests
are
com
mon
to
effe
ctiv
e sc
hool
s: al
ignm
ent b
etw
een
the
curr
icul
um a
nd st
ate
stand
ards
; the
use
of
form
ativ
e as
sess
men
ts; th
e us
e of
dat
a to
impr
ove
instr
uctio
n; th
e
CO
NTI
NU
ED O
N P
AG
E 18
6
185Recommendation Tables: Moving Beyond the Status Quo to Effective School Improvement and Student Options
Issu
eC
urre
nt S
tatu
te/R
egul
atio
nR
eco
mm
enda
tio
n
Acce
ss to
scho
ol
faci
litie
s for
pr
ovid
ing
SES
Secti
on 1
116(
e)
No
such
pro
visio
n.D
istric
ts th
at p
erm
it ot
her n
on-s
choo
l-affi
liate
d en
titie
s to
use
scho
ol fa
cilit
ies w
ould
be
requ
ired
to o
ffer s
pace
in sc
hool
s for
priv
ate
prov
ider
s of S
ES se
rvic
es. S
choo
ls m
ust e
stabl
ish a
tran
spar
ent a
nd fa
ir pr
oces
s for
det
erm
inin
g w
hich
pro
vide
rs c
an u
se
thei
r fac
ilitie
s and
can
lim
it th
e nu
mbe
r of p
rovi
ders
usin
g fa
cilit
ies t
o a
reas
onab
le
num
ber,
afte
r con
sulta
tion
with
par
ents
of c
hild
ren
rece
ivin
g SE
S.
Rolli
ng e
nrol
lmen
t of
elig
ible
SES
stud
ents
Secti
on 1
116(
e)
Scho
ol d
istric
ts ar
e re
quire
d to
pro
vide
, at a
m
inim
um, a
nnua
l not
ice
to p
aren
ts (in
an
unde
rsta
ndab
le a
nd u
nifo
rm fo
rmat
and
, to
the
exte
nt
prac
ticab
le, i
n a
lang
uage
that
par
ents
can
unde
rsta
nd)
of th
e av
aila
bilit
y of
serv
ices
und
er th
is su
bsec
tion.
Th
e pe
riod
of ti
me
allo
wed
for p
aren
ts to
enr
oll t
heir
child
ren
is no
t defi
ned
in th
e sta
tute
.
A sc
hool
dist
rict w
ould
be
requ
ired
to o
ffer m
ultip
le e
nrol
lmen
t per
iods
thro
ugho
ut
the
scho
ol y
ear t
hat s
pan,
at a
min
imum
, fou
r mon
ths o
f the
scho
ol y
ear.
The
crea
tion
of
mul
ti-di
stric
t co
oper
ativ
es to
im
prov
e SE
S im
plem
enta
tion
in sm
all a
nd
rura
l dist
ricts
Secti
on 1
116(
e)
No
such
pro
visio
n.D
istric
ts w
ould
be
allo
wed
(thr
ough
con
sort
ium
s) to
poo
l res
ourc
es to
dev
elop
un
iform
pro
cess
es fo
r SES
info
rmat
ion
diss
emin
atio
n, e
nrol
lmen
t for
ms,
stude
nt
trac
king
syste
ms a
nd o
ther
act
iviti
es b
y w
hich
mul
tiple
dist
ricts
coul
d m
ore
effec
tivel
y se
rve
elig
ible
stud
ents
whi
le re
duci
ng c
osts
and
pape
rwor
k. D
istric
ts w
ould
also
be
allo
wed
to p
ool g
roup
s of e
ligib
le st
uden
ts, w
here
pra
ctic
able
, to
attr
act a
dditi
onal
pr
ovid
er o
ptio
ns.
Scho
ol d
istric
t ad
min
istra
tive
expe
nses
in o
pera
ting
SES
prog
ram
s
Und
er c
urre
nt la
w a
nd re
gula
tions
, sch
ool d
istric
ts ar
e pr
even
ted
from
usin
g an
y of
thei
r Titl
e I f
unds
to p
ay
for t
he a
dmin
istra
tive
costs
of S
ES.
Scho
ol d
istric
ts w
ould
be
allo
wed
to u
se u
p to
1 p
erce
nt o
f fun
ds e
xpen
ded
in th
e pr
ior y
ear f
or S
ES to
pay
for t
he a
dmin
istra
tive
costs
of S
ES.
Pare
ntal
con
tact
for
SES,
cho
ice
and
othe
r N
CLB
info
rmat
ion
and
prog
ram
s
No
such
pro
visio
n.Sc
hool
dist
ricts
wou
ld b
e re
quire
d to
des
igna
te a
poi
nt o
f con
tact
—an
offi
ce o
r an
indi
vidu
al—
for p
aren
ts se
ekin
g in
form
atio
n on
SES
, pub
lic sc
hool
cho
ice
and
othe
r NC
LB p
rogr
ams.
Scho
ol d
istric
ts w
ould
hav
e to
mak
e co
ntac
t inf
orm
atio
n (p
hone
num
ber a
nd e
-mai
l add
ress
) rea
dily
acc
essib
le to
par
ents
and
com
mun
ity
orga
niza
tions
thro
ugh
the
scho
ol d
istric
t Web
site
, sch
ool i
nfor
mat
ion
and
docu
men
tatio
n, a
nd w
idel
y re
ad p
ublic
atio
ns.
Nat
iona
l eva
luat
ion
of S
ES p
rogr
am
effec
tiven
ess i
n im
prov
ing
stude
nt
achi
evem
ent
NC
LB re
quire
d th
e U
.S. S
ecre
tary
of E
duca
tion
to
cond
uct a
nat
iona
l eva
luat
ion
of th
e im
plem
enta
tion
of T
itle
I rel
ated
to a
sses
smen
ts, a
ccou
ntab
ility
, sc
hool
cho
ice
and
SES,
and
teac
her q
ualit
y, as
wel
l as
exam
inin
g tre
nds i
n stu
dent
ach
ieve
men
t.
The
U.S
. Dep
artm
ent o
f Edu
catio
n (U
.S. D
OE)
wou
ld b
e re
quire
d to
use
a p
ortio
n of
Titl
e I e
valu
atio
n fu
ndin
g to
form
ally
stud
y th
e im
pact
of S
ES in
impr
ovin
g th
e ac
adem
ic a
chie
vem
ent o
f stu
dent
s who
rece
ive
them
. This
study
wou
ld e
xam
ine
whe
ther
stud
ents
usin
g SE
S pr
ovid
ers a
re e
xper
ienc
ing
lear
ning
gai
ns a
ttrib
utab
le
to th
e pr
ovid
ers’
serv
ices
, and
ana
lyze
the
impa
ct o
f diff
eren
t typ
es o
f pro
vide
rs (f
or-
profi
t, sc
hool
dist
rict,
nonp
rofit
, dist
ance
lear
ning
mod
els)
, usin
g a
cont
rol-g
roup
app
roac
h.
Stat
e ov
ersig
ht
and
eval
uatio
n of
SE
S pr
ovid
ers
Secti
on 1
116(
e)
Und
er c
urre
nt la
w, st
ates
are
requ
ired
to o
vers
ee
prov
ider
s and
the
serv
ices
they
offe
r. Sp
ecifi
cally
, sta
tes
are
requ
ired
to:
•
Dev
elop
crit
eria
for t
he a
ppro
val o
f pro
vide
rs
that
is b
ased
on
prod
ucin
g ac
adem
ic g
ains
re
leva
nt to
the
state
’s sta
ndar
ds
•
Mai
ntai
n an
upd
ated
list
of p
rovi
ders
from
w
hich
par
ents
may
sele
ct a
pro
vide
r
•
Dev
elop
, im
plem
ent a
nd p
ublic
ly re
port
on
the
stand
ards
and
tech
niqu
es fo
r mon
itorin
g se
rvic
es
offer
ed b
y pr
ovid
ers (
thes
e sta
ndar
ds a
re re
quire
d to
incl
ude
a m
etho
d fo
r with
draw
ing
appr
oval
fro
m p
rovi
ders
who
do
not “
cont
ribut
e” to
pr
oduc
ing
gain
s rel
evan
t to
the
state
’s sta
ndar
ds)
Stat
es w
ould
be
requ
ired
to ta
ke a
n ex
pand
ed o
vers
ight
role
that
wou
ld b
e pa
rtia
lly
fund
ed w
ith a
por
tion
of S
ES p
aym
ents
to p
rovi
ders
.
Stat
es w
ould
be
requ
ired
to c
ondu
ct a
n ev
alua
tion
of e
ach
appr
oved
SES
pro
vide
r to
det
erm
ine
the
aver
age
amou
nt o
f aca
dem
ic p
rogr
ess s
tude
nts r
ecei
ving
serv
ices
fro
m th
e pr
ovid
er a
re m
akin
g on
stat
e as
sess
men
ts. Th
is ev
alua
tion
will
be
cond
ucte
d ag
ains
t a c
ontro
l gro
up o
f sim
ilar s
tude
nts.
If th
e ev
alua
tion
dem
onstr
ates
that
a
prov
ider
’s stu
dent
s are
not
mak
ing
suffi
cien
t lea
rnin
g ga
ins a
s defi
ned
by th
e sta
te
for t
wo
cons
ecut
ive
year
s, th
e pr
ovid
er w
ill b
e te
rmin
ated
from
the
list o
f pro
vide
rs
elig
ible
to su
pply
SES
pai
d fo
r with
Titl
e I f
undi
ng, a
fter s
uffici
ent n
otic
e an
d op
port
unity
for a
n ap
peal
.
To o
ffset
the
costs
of t
his e
xpan
ded
over
sight
role
, sta
tes w
ould
rece
ive
up to
1
perc
ent o
f fun
ds th
at d
istric
ts al
loca
te to
pro
vide
rs (i
nclu
ding
scho
ol d
istric
ts ac
ting
as p
rovi
ders
) for
pay
men
t for
SES
. Dist
ricts
wou
ld w
ithho
ld th
e 1
perc
ent p
rior t
o m
akin
g an
y pa
ymen
ts to
pro
vide
rs a
nd w
ould
send
it b
ack
to th
e sta
te.
Soci
al a
nd m
enta
l he
alth
serv
ices
in
the
scho
ol
impr
ovem
ent p
lan
Scho
ols t
hat d
o no
t mak
e AY
P fo
r tw
o co
nsec
utiv
e ye
ars m
ust d
evel
op a
scho
ol im
prov
emen
t pla
n to
ad
dres
s the
reas
ons f
or th
eir i
nabi
lity
to m
ake
AYP.
Scho
ols,
whe
n de
velo
ping
thei
r sch
ool i
mpr
ovem
ent p
lan,
wou
ld b
e re
quire
d to
de
term
ine
the
avai
labi
lity
in th
e sc
hool
and
the
com
mun
ity o
f soc
ial a
nd m
enta
l he
alth
serv
ices
for s
tude
nts.
Cor
rect
ive
actio
nIn
scho
ols t
hat m
iss A
YP fo
r a fo
urth
con
secu
tive
year
, di
stric
ts m
ust i
mpl
emen
t at l
east
one
of th
e fo
llow
ing
corr
ectiv
e ac
tions
: rep
lace
scho
ol st
aff m
embe
rs w
ho
are
rele
vant
to th
e fa
ilure
to m
ake
AYP;
impl
emen
t a
new
cur
ricul
um; d
ecre
ase
man
agem
ent a
utho
rity
at
CO
NTI
NU
ED O
N P
AG
E 18
6
Scho
ols t
hat f
all i
nto
corr
ectiv
e ac
tion
wou
ld b
e re
quire
d to
sele
ct g
roup
ed c
orre
ctiv
e ac
tions
to a
llow
bro
ader
inte
rven
tions
in su
ch sc
hool
s. In
mak
ing
thei
r dec
ision
s, di
stric
ts sh
ould
take
into
acc
ount
thos
e ch
arac
teris
tics r
esea
rch
sugg
ests
are
com
mon
to
effe
ctiv
e sc
hool
s: al
ignm
ent b
etw
een
the
curr
icul
um a
nd st
ate
stand
ards
; the
use
of
form
ativ
e as
sess
men
ts; th
e us
e of
dat
a to
impr
ove
instr
uctio
n; th
e
CO
NTI
NU
ED O
N P
AG
E 18
6
186 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children
Issu
eC
urre
nt S
tatu
te/R
egul
atio
nR
eco
mm
enda
tio
n
the
scho
ol; a
ppoi
nt a
n ou
tside
exp
ert t
o ad
vise
the
scho
ol; e
xten
d th
e sc
hool
day
or y
ear;
or re
struc
ture
th
e in
tern
al o
rgan
izatio
n of
the
scho
ol. I
f a sc
hool
do
es n
ot m
ake
AYP
for t
he fi
fth c
onse
cutiv
e ye
ar, t
hey
fall
unde
r “re
struc
turin
g” (d
escr
ibed
bel
ow).
inco
rpor
atio
n of
staff
-focu
sed
prof
essio
nal d
evel
opm
ent;
the
hirin
g, p
lace
men
t an
d di
strib
utio
n of
hig
hly
effec
tive
prin
cipa
ls; th
e hi
ring
and
distr
ibut
ion
of h
ighl
y qu
alifi
ed a
nd e
ffect
ive
teac
hers
; and
the
use
of a
n ex
tend
ed sc
hool
day
and
scho
ol y
ear.
Scho
ols t
hat a
re id
entifi
ed a
s not
mee
ting
AYP
for t
hree
con
secu
tive
year
s (in
the
seco
nd y
ear o
f sch
ool i
mpr
ovem
ent s
tatu
s) w
ould
beg
in p
repa
ring
for c
orre
ctiv
e ac
tion
by d
evel
opin
g a
writ
ten
plan
at t
he b
egin
ning
of t
he sc
hool
yea
r afte
r not
m
eetin
g AY
P fo
r the
four
th c
onse
cutiv
e sc
hool
yea
r.
Scho
ol re
struc
turin
gFo
r sch
ools
that
miss
AYP
for t
he fi
fth c
onse
cutiv
e ye
ar, d
istric
ts m
ust b
egin
pla
nnin
g to
impl
emen
t at
leas
t one
of t
he fo
llow
ing
restr
uctu
ring
inte
rven
tions
: re
open
the
scho
ol a
s a c
hart
er sc
hool
; rep
lace
all
or m
ost o
f the
scho
ol st
aff; c
ontr
act w
ith a
priv
ate
entit
y to
man
age
the
scho
ol; t
urn
over
ope
ratio
n of
th
e sc
hool
to th
e sta
te o
r ado
pt so
me
othe
r maj
or
restr
uctu
ring
of th
e sc
hool
’s go
vern
ance
.
Scho
ols t
hat h
ave
impl
emen
ted
one
of th
e ab
ove
restr
uctu
ring
optio
ns re
mai
n in
cor
rect
ive
actio
n sta
tus t
hrou
ghou
t the
restr
uctu
ring
proc
ess a
s wel
l as
thro
ugh
subs
eque
nt y
ears
of o
pera
tion
unde
r the
ir ne
w o
pera
ting
struc
ture
.
Cur
rent
law
and
regu
latio
ns h
ave
not d
efine
d w
hat h
appe
ns to
a sc
hool
that
has
impl
emen
ted
a re
struc
turin
g ac
tion.
The
U.S
. DO
E w
ould
be
requ
ired
to is
sue
regu
latio
ns fu
rthe
r defi
ning
how
the
last
restr
uctu
ring
optio
n—“a
dopt
som
e ot
her m
ajor
restr
uctu
ring
of th
e sc
hool
’s go
vern
ance
”—m
ust b
e im
plem
ente
d. Th
e re
gula
tions
wou
ld b
e re
quire
d to
be
issue
d no
t mor
e th
an si
x m
onth
s afte
r the
ena
ctm
ent o
f a re
auth
orize
d N
CLB
.
Scho
ols t
hat c
hoos
e su
bsta
ntia
l res
truc
turin
g w
ill c
ease
to b
e id
entifi
ed u
nder
the
scho
ol im
prov
emen
t pro
cess
and
will
star
t at t
he b
egin
ning
of t
he p
roce
ss (a
s if t
hey
had
mad
e AY
P). I
f suc
h sc
hool
s the
n m
iss A
YP fo
r tw
o co
nsec
utiv
e ye
ars,
they
wou
ld
agai
n be
iden
tified
for s
choo
l im
prov
emen
t. Re
struc
turin
g op
tions
that
wou
ld m
ake
scho
ols e
ligib
le to
star
t at t
he b
egin
ning
of t
he sc
hool
impr
ovem
ent p
roce
ss in
clud
e re
open
ing
as a
cha
rter
scho
ol; c
ontr
actin
g w
ith a
priv
ate
entit
y to
man
age
the
scho
ol;
turn
ing
over
ope
ratio
n of
the
scho
ol to
the
state
or o
ther
gov
ernm
enta
l ent
ity o
r re
plac
ing
all o
r mos
t of t
he sc
hool
staff
who
are
rele
vant
to th
e fa
ilure
to m
ake
AYP.
Scho
ol d
istric
t im
prov
emen
tA
state
shal
l ide
ntify
for i
mpr
ovem
ent a
ny sc
hool
di
stric
t tha
t, fo
r tw
o co
nsec
utiv
e ye
ars,
does
not
mak
e AY
P. Ea
ch sc
hool
dist
rict s
o id
entifi
ed m
ust d
evel
op
or re
vise
a d
istric
t pla
n, in
con
sulta
tion
with
par
ents,
sc
hool
staff
and
oth
ers,
that
shal
l:
•
Inco
rpor
ate
scie
ntifi
cally
bas
ed re
sear
ch st
rate
gies
th
at st
reng
then
scho
ols’
core
aca
dem
ic p
rogr
ams
•
Iden
tify
actio
ns th
at h
ave
the
grea
test
likel
ihoo
d of
impr
ovin
g th
e ac
hiev
emen
t of p
artic
ipat
ing
child
ren
in m
eetin
g ac
adem
ic st
anda
rds
•
Addr
ess t
he p
rofe
ssio
nal d
evel
opm
ent n
eeds
of
the
instr
uctio
nal s
taff,
incl
udin
g sp
ecifi
c m
easu
rabl
e ac
hiev
emen
t goa
ls an
d ta
rget
s for
ea
ch o
f the
gro
ups o
f stu
dent
s ide
ntifi
ed a
s not
m
akin
g AY
P
•
Addr
ess t
he fu
ndam
enta
l tea
chin
g an
d le
arni
ng
need
s in
the
scho
ols a
nd th
e sp
ecifi
c pr
oble
ms o
f lo
w-a
chie
ving
stud
ents
in th
at d
istric
t (in
clud
ing
a de
term
inat
ion
of w
hy th
e sc
hool
dist
rict’s
pr
evio
us p
lan
faile
d to
brin
g ab
out i
ncre
ased
stu
dent
aca
dem
ic a
chie
vem
ent)
•
Spec
ify st
ate
and
distr
ict r
espo
nsib
ilitie
s und
er
the
plan
, inc
ludi
ng st
rate
gies
to p
rom
ote
effec
tive
pare
ntal
invo
lvem
ent i
n th
e sc
hool
Mod
ify th
e di
stric
t im
prov
emen
t pro
cess
by
requ
iring
dist
ricts
labe
led
as in
nee
d of
im
prov
emen
t to
unde
rtak
e a
syste
mic
dist
rictw
ide
turn
arou
nd e
ffort
. This
wou
ld
incl
ude
signi
fican
t pla
nnin
g ge
ared
tow
ard
impl
emen
ting
distr
ictw
ide
refo
rms t
hat
wou
ld in
clud
e co
nsid
erin
g w
heth
er to
take
som
e of
the
corr
ectiv
e ac
tions
liste
d un
der
curr
ent l
aw. I
n de
velo
ping
a p
lan
for a
dist
rictw
ide
turn
arou
nd e
ffort
, the
dist
rict
wou
ld b
e re
quire
d to
use
the
mos
t cur
rent
rese
arch
-bas
ed in
terv
entio
ns, s
uch
as:
•
Ensu
ring
alig
nmen
t bet
wee
n th
e di
stric
t’s c
urric
ulum
and
stat
e sta
ndar
ds
•
The
use
of fo
rmat
ive
asse
ssm
ents
•
The
use
of d
ata
to im
prov
e in
struc
tion
•
The
inco
rpor
atio
n of
staff
-focu
sed
prof
essio
nal d
evel
opm
ent
•
The
hirin
g an
d pl
acem
ent o
f hig
hly
effec
tive
prin
cipa
ls (a
s rec
omm
ende
d by
the
Com
miss
ion)
•
The
hirin
g an
d di
strib
utio
n of
hig
hly
qual
ified
and
effe
ctiv
e te
ache
rs (a
s re
com
men
ded
by th
e C
omm
issio
n)
•
The
use
of a
n ex
tend
ed sc
hool
day
and
scho
ol y
ear
Stat
es m
ust a
ppro
ve th
e di
stric
twid
e pl
an o
f a sc
hool
dist
rict i
dent
ified
for
impr
ovem
ent.
If th
e sta
te d
isapp
rove
s the
dist
rictw
ide
plan
, the
stat
e w
ould
be
requ
ired
to d
ocum
ent,
in w
ritin
g, th
e re
ason
s for
its d
isapp
rova
l and
pro
vide
an
oppo
rtun
ity fo
r the
dist
rict t
o ad
dres
s tho
se re
ason
s thr
ough
an
expe
dite
d pr
oces
s.
Scho
ol d
istric
t co
rrec
tive
actio
nIf
a sc
hool
dist
rict i
s ide
ntifi
ed fo
r cor
rect
ive
actio
n,
the
state
shal
l tak
e at
leas
t one
of t
he fo
llow
ing
corr
ectiv
e ac
tions
:
•
Def
er p
rogr
amm
atic
fund
s or r
educ
e ad
min
istra
tive
fund
s
•
Insti
tute
and
fully
impl
emen
t a n
ew c
urric
ulum
th
at is
bas
ed o
n sta
te a
nd lo
cal a
cade
mic
co
nten
t and
ach
ieve
men
t sta
ndar
ds (i
nclu
ding
ap
prop
riate
pro
fess
iona
l dev
elop
men
t)
•
Repl
ace
scho
ol d
istric
t per
sonn
el w
ho a
re
rele
vant
to th
e fa
ilure
to m
ake
AYP
•
Rem
ove
part
icul
ar sc
hool
s fro
m th
e ju
risdi
ctio
n of
the
scho
ol d
istric
t and
esta
blish
alte
rnat
ive
arra
ngem
ents
for g
over
nanc
e of
thos
e sc
hool
s
CO
NTI
NU
ED O
N P
AG
E 18
8
Cor
rect
ive
actio
n w
ould
be
elim
inat
ed fo
r sch
ool d
istric
ts. S
ever
al o
f the
act
ions
that
cu
rren
tly c
an b
e co
nsid
ered
und
er c
orre
ctiv
e ac
tion
wou
ld n
ow b
e re
quire
d to
be
cons
ider
ed in
the
distr
ictw
ide
scho
ol im
prov
emen
t pla
n de
scrib
ed a
bove
.
As d
escr
ibed
abo
ve, d
istric
ts w
ould
be
requ
ired
to h
ave
thei
r dist
rictw
ide
plan
ap
prov
ed b
y th
e sta
te.
187Recommendation Tables: Moving Beyond the Status Quo to Effective School Improvement and Student Options
Issu
eC
urre
nt S
tatu
te/R
egul
atio
nR
eco
mm
enda
tio
n
the
scho
ol; a
ppoi
nt a
n ou
tside
exp
ert t
o ad
vise
the
scho
ol; e
xten
d th
e sc
hool
day
or y
ear;
or re
struc
ture
th
e in
tern
al o
rgan
izatio
n of
the
scho
ol. I
f a sc
hool
do
es n
ot m
ake
AYP
for t
he fi
fth c
onse
cutiv
e ye
ar, t
hey
fall
unde
r “re
struc
turin
g” (d
escr
ibed
bel
ow).
inco
rpor
atio
n of
staff
-focu
sed
prof
essio
nal d
evel
opm
ent;
the
hirin
g, p
lace
men
t an
d di
strib
utio
n of
hig
hly
effec
tive
prin
cipa
ls; th
e hi
ring
and
distr
ibut
ion
of h
ighl
y qu
alifi
ed a
nd e
ffect
ive
teac
hers
; and
the
use
of a
n ex
tend
ed sc
hool
day
and
scho
ol y
ear.
Scho
ols t
hat a
re id
entifi
ed a
s not
mee
ting
AYP
for t
hree
con
secu
tive
year
s (in
the
seco
nd y
ear o
f sch
ool i
mpr
ovem
ent s
tatu
s) w
ould
beg
in p
repa
ring
for c
orre
ctiv
e ac
tion
by d
evel
opin
g a
writ
ten
plan
at t
he b
egin
ning
of t
he sc
hool
yea
r afte
r not
m
eetin
g AY
P fo
r the
four
th c
onse
cutiv
e sc
hool
yea
r.
Scho
ol re
struc
turin
gFo
r sch
ools
that
miss
AYP
for t
he fi
fth c
onse
cutiv
e ye
ar, d
istric
ts m
ust b
egin
pla
nnin
g to
impl
emen
t at
leas
t one
of t
he fo
llow
ing
restr
uctu
ring
inte
rven
tions
: re
open
the
scho
ol a
s a c
hart
er sc
hool
; rep
lace
all
or m
ost o
f the
scho
ol st
aff; c
ontr
act w
ith a
priv
ate
entit
y to
man
age
the
scho
ol; t
urn
over
ope
ratio
n of
th
e sc
hool
to th
e sta
te o
r ado
pt so
me
othe
r maj
or
restr
uctu
ring
of th
e sc
hool
’s go
vern
ance
.
Scho
ols t
hat h
ave
impl
emen
ted
one
of th
e ab
ove
restr
uctu
ring
optio
ns re
mai
n in
cor
rect
ive
actio
n sta
tus t
hrou
ghou
t the
restr
uctu
ring
proc
ess a
s wel
l as
thro
ugh
subs
eque
nt y
ears
of o
pera
tion
unde
r the
ir ne
w o
pera
ting
struc
ture
.
Cur
rent
law
and
regu
latio
ns h
ave
not d
efine
d w
hat h
appe
ns to
a sc
hool
that
has
impl
emen
ted
a re
struc
turin
g ac
tion.
The
U.S
. DO
E w
ould
be
requ
ired
to is
sue
regu
latio
ns fu
rthe
r defi
ning
how
the
last
restr
uctu
ring
optio
n—“a
dopt
som
e ot
her m
ajor
restr
uctu
ring
of th
e sc
hool
’s go
vern
ance
”—m
ust b
e im
plem
ente
d. Th
e re
gula
tions
wou
ld b
e re
quire
d to
be
issue
d no
t mor
e th
an si
x m
onth
s afte
r the
ena
ctm
ent o
f a re
auth
orize
d N
CLB
.
Scho
ols t
hat c
hoos
e su
bsta
ntia
l res
truc
turin
g w
ill c
ease
to b
e id
entifi
ed u
nder
the
scho
ol im
prov
emen
t pro
cess
and
will
star
t at t
he b
egin
ning
of t
he p
roce
ss (a
s if t
hey
had
mad
e AY
P). I
f suc
h sc
hool
s the
n m
iss A
YP fo
r tw
o co
nsec
utiv
e ye
ars,
they
wou
ld
agai
n be
iden
tified
for s
choo
l im
prov
emen
t. Re
struc
turin
g op
tions
that
wou
ld m
ake
scho
ols e
ligib
le to
star
t at t
he b
egin
ning
of t
he sc
hool
impr
ovem
ent p
roce
ss in
clud
e re
open
ing
as a
cha
rter
scho
ol; c
ontr
actin
g w
ith a
priv
ate
entit
y to
man
age
the
scho
ol;
turn
ing
over
ope
ratio
n of
the
scho
ol to
the
state
or o
ther
gov
ernm
enta
l ent
ity o
r re
plac
ing
all o
r mos
t of t
he sc
hool
staff
who
are
rele
vant
to th
e fa
ilure
to m
ake
AYP.
Scho
ol d
istric
t im
prov
emen
tA
state
shal
l ide
ntify
for i
mpr
ovem
ent a
ny sc
hool
di
stric
t tha
t, fo
r tw
o co
nsec
utiv
e ye
ars,
does
not
mak
e AY
P. Ea
ch sc
hool
dist
rict s
o id
entifi
ed m
ust d
evel
op
or re
vise
a d
istric
t pla
n, in
con
sulta
tion
with
par
ents,
sc
hool
staff
and
oth
ers,
that
shal
l:
•
Inco
rpor
ate
scie
ntifi
cally
bas
ed re
sear
ch st
rate
gies
th
at st
reng
then
scho
ols’
core
aca
dem
ic p
rogr
ams
•
Iden
tify
actio
ns th
at h
ave
the
grea
test
likel
ihoo
d of
impr
ovin
g th
e ac
hiev
emen
t of p
artic
ipat
ing
child
ren
in m
eetin
g ac
adem
ic st
anda
rds
•
Addr
ess t
he p
rofe
ssio
nal d
evel
opm
ent n
eeds
of
the
instr
uctio
nal s
taff,
incl
udin
g sp
ecifi
c m
easu
rabl
e ac
hiev
emen
t goa
ls an
d ta
rget
s for
ea
ch o
f the
gro
ups o
f stu
dent
s ide
ntifi
ed a
s not
m
akin
g AY
P
•
Addr
ess t
he fu
ndam
enta
l tea
chin
g an
d le
arni
ng
need
s in
the
scho
ols a
nd th
e sp
ecifi
c pr
oble
ms o
f lo
w-a
chie
ving
stud
ents
in th
at d
istric
t (in
clud
ing
a de
term
inat
ion
of w
hy th
e sc
hool
dist
rict’s
pr
evio
us p
lan
faile
d to
brin
g ab
out i
ncre
ased
stu
dent
aca
dem
ic a
chie
vem
ent)
•
Spec
ify st
ate
and
distr
ict r
espo
nsib
ilitie
s und
er
the
plan
, inc
ludi
ng st
rate
gies
to p
rom
ote
effec
tive
pare
ntal
invo
lvem
ent i
n th
e sc
hool
Mod
ify th
e di
stric
t im
prov
emen
t pro
cess
by
requ
iring
dist
ricts
labe
led
as in
nee
d of
im
prov
emen
t to
unde
rtak
e a
syste
mic
dist
rictw
ide
turn
arou
nd e
ffort
. This
wou
ld
incl
ude
signi
fican
t pla
nnin
g ge
ared
tow
ard
impl
emen
ting
distr
ictw
ide
refo
rms t
hat
wou
ld in
clud
e co
nsid
erin
g w
heth
er to
take
som
e of
the
corr
ectiv
e ac
tions
liste
d un
der
curr
ent l
aw. I
n de
velo
ping
a p
lan
for a
dist
rictw
ide
turn
arou
nd e
ffort
, the
dist
rict
wou
ld b
e re
quire
d to
use
the
mos
t cur
rent
rese
arch
-bas
ed in
terv
entio
ns, s
uch
as:
•
Ensu
ring
alig
nmen
t bet
wee
n th
e di
stric
t’s c
urric
ulum
and
stat
e sta
ndar
ds
•
The
use
of fo
rmat
ive
asse
ssm
ents
•
The
use
of d
ata
to im
prov
e in
struc
tion
•
The
inco
rpor
atio
n of
staff
-focu
sed
prof
essio
nal d
evel
opm
ent
•
The
hirin
g an
d pl
acem
ent o
f hig
hly
effec
tive
prin
cipa
ls (a
s rec
omm
ende
d by
the
Com
miss
ion)
•
The
hirin
g an
d di
strib
utio
n of
hig
hly
qual
ified
and
effe
ctiv
e te
ache
rs (a
s re
com
men
ded
by th
e C
omm
issio
n)
•
The
use
of a
n ex
tend
ed sc
hool
day
and
scho
ol y
ear
Stat
es m
ust a
ppro
ve th
e di
stric
twid
e pl
an o
f a sc
hool
dist
rict i
dent
ified
for
impr
ovem
ent.
If th
e sta
te d
isapp
rove
s the
dist
rictw
ide
plan
, the
stat
e w
ould
be
requ
ired
to d
ocum
ent,
in w
ritin
g, th
e re
ason
s for
its d
isapp
rova
l and
pro
vide
an
oppo
rtun
ity fo
r the
dist
rict t
o ad
dres
s tho
se re
ason
s thr
ough
an
expe
dite
d pr
oces
s.
Scho
ol d
istric
t co
rrec
tive
actio
nIf
a sc
hool
dist
rict i
s ide
ntifi
ed fo
r cor
rect
ive
actio
n,
the
state
shal
l tak
e at
leas
t one
of t
he fo
llow
ing
corr
ectiv
e ac
tions
:
•
Def
er p
rogr
amm
atic
fund
s or r
educ
e ad
min
istra
tive
fund
s
•
Insti
tute
and
fully
impl
emen
t a n
ew c
urric
ulum
th
at is
bas
ed o
n sta
te a
nd lo
cal a
cade
mic
co
nten
t and
ach
ieve
men
t sta
ndar
ds (i
nclu
ding
ap
prop
riate
pro
fess
iona
l dev
elop
men
t)
•
Repl
ace
scho
ol d
istric
t per
sonn
el w
ho a
re
rele
vant
to th
e fa
ilure
to m
ake
AYP
•
Rem
ove
part
icul
ar sc
hool
s fro
m th
e ju
risdi
ctio
n of
the
scho
ol d
istric
t and
esta
blish
alte
rnat
ive
arra
ngem
ents
for g
over
nanc
e of
thos
e sc
hool
s
CO
NTI
NU
ED O
N P
AG
E 18
8
Cor
rect
ive
actio
n w
ould
be
elim
inat
ed fo
r sch
ool d
istric
ts. S
ever
al o
f the
act
ions
that
cu
rren
tly c
an b
e co
nsid
ered
und
er c
orre
ctiv
e ac
tion
wou
ld n
ow b
e re
quire
d to
be
cons
ider
ed in
the
distr
ictw
ide
scho
ol im
prov
emen
t pla
n de
scrib
ed a
bove
.
As d
escr
ibed
abo
ve, d
istric
ts w
ould
be
requ
ired
to h
ave
thei
r dist
rictw
ide
plan
ap
prov
ed b
y th
e sta
te.
188 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children
Issu
eC
urre
nt S
tatu
te/R
egul
atio
nR
eco
mm
enda
tio
n
•
Appo
int a
rece
iver
or t
ruste
e to
adm
inist
er th
e aff
airs
of t
he sc
hool
dist
rict
•
Abol
ish o
r res
truc
ture
the
scho
ol d
istric
t
Auth
orize
stud
ents
to tr
ansfe
r fro
m a
scho
ol o
pera
ted
by th
e sc
hool
dist
rict t
o a
high
er-p
erfo
rmin
g pu
blic
sc
hool
ope
rate
d by
ano
ther
scho
ol d
istric
t
Full
scho
ol y
ear
to im
plem
ent
requ
ired
actio
n
Scho
ols a
re g
iven
a fu
ll sc
hool
yea
r to
impl
emen
t a
requ
ired
inte
rven
tion
or sa
nctio
n un
der t
he
scho
ol im
prov
emen
t/cor
rect
ive
actio
n/re
struc
turin
g pr
ovisi
ons.
How
ever
, thi
s ful
l sch
ool y
ear r
equi
rem
ent
was
elim
inat
ed th
roug
h re
gula
tion
final
ized
by th
e U
.S. D
OE.
This
has r
esul
ted
in sc
hool
s bei
ng n
otifi
ed
as la
te a
s Nov
embe
r in
a sc
hool
yea
r, th
ereb
y gi
ving
th
em o
nly
a fe
w m
onth
s to
impl
emen
t an
inte
rven
tion
or sa
nctio
n be
fore
the
next
step
in th
e sc
hool
im
prov
emen
t pro
cess
is a
pplie
d to
them
.
A fu
ll sc
hool
yea
r mus
t pas
s fro
m th
e tim
e a
scho
ol re
ceiv
es it
s fina
l AYP
stat
us fo
r the
pr
ior s
choo
l yea
r unt
il th
e sc
hool
is su
bjec
t to
the
next
leve
l of c
orre
ctiv
e ac
tion
or re
struc
turin
g.
Cap
acity
for t
urni
ng
arou
nd lo
w-
perfo
rmin
g sc
hool
s
Cur
rent
law
pro
vide
s tw
o so
urce
s of f
eder
al fu
ndin
g fo
r sch
ool i
mpr
ovem
ent:
Scho
ol Im
prov
emen
t Res
erva
tion
(SIR
): Ea
ch st
ate
mus
t res
erve
4 p
erce
nt o
f its
Title
I fu
ndin
g to
allo
cate
to
scho
ol d
istric
ts fo
r sch
ool i
mpr
ovem
ent a
ctiv
ities
th
roug
h 20
07. N
inet
y-fiv
e pe
rcen
t of f
undi
ng is
re
quire
d to
be
allo
cate
d to
scho
ol d
istric
ts at
stat
e di
scre
tion
afte
r con
sider
ing
the
need
s of t
he lo
wes
t-ac
hiev
ing
scho
ols.
Scho
ol Im
prov
emen
t Dis
cret
iona
ry P
rogr
am
(SID
P):
NC
LB a
utho
rizes
an
addi
tiona
l disc
retio
nary
gr
ant p
rogr
am o
f allo
catio
ns to
scho
ol d
istric
ts th
roug
h sta
tes f
or sc
hool
impr
ovem
ent a
ctiv
ities
in
the
low
est-a
chie
ving
scho
ols.
The
Adm
inist
ratio
n pr
opos
ed fu
ndin
g fo
r thi
s pro
gram
for t
he fi
rst t
ime
in
its F
Y 20
07 b
udge
t ($2
00 m
illio
n re
ques
t).
SIR
: Ext
end
the
SIR
thro
ugh
the
reau
thor
izatio
n pe
riod
and
incr
ease
the
perc
enta
ge
set-a
side
from
4 to
5 p
erce
nt. R
equi
re 4
per
cent
(80
perc
ent o
f the
5 p
erce
nt re
serv
ed)
to b
e al
loca
ted
to sc
hool
dist
ricts
by fo
rmul
a, b
ased
on
the
follo
win
g fa
ctor
s: 50
pe
rcen
t pov
erty
and
50
perc
ent n
umbe
r of s
choo
ls no
t mak
ing
AYP
com
pare
d to
nu
mbe
r of s
choo
ls no
t mak
ing
AYP
in a
ll ot
her d
istric
ts in
the
state
. Sch
ool d
istric
ts th
at g
ener
ated
at l
east
$600
,000
wou
ld re
ceiv
e a
gran
t und
er th
is fo
rmul
a. Th
is fo
rmul
a w
ould
set t
he m
inim
um a
mou
nt th
ese
scho
ol d
istric
ts co
uld
rece
ive
at
$600
,000
; a st
ate
coul
d de
cide
to a
lloca
te a
dditi
onal
am
ount
s of t
he fu
nds g
ener
ated
th
roug
h th
e 4
perc
ent r
eser
vatio
n to
such
scho
ol d
istric
ts.
Scho
ol d
istric
ts th
at g
ener
ate
less
than
a $
600,
000
gran
t wou
ld h
ave
two
optio
ns:
•
Join
with
oth
er d
istric
ts ge
nera
ting
less
than
this
amou
nt to
form
con
sort
ium
s, th
ereb
y pr
oduc
ing
a la
rger
col
lect
ive
fund
ing
amou
nt
•
Allo
w th
e sta
te to
use
a d
istric
t’s fu
ndin
g, a
nd th
e fu
ndin
g of
oth
er d
istric
ts th
at
also
cho
se th
is op
tion,
to p
rovi
de d
irect
serv
ices
An a
dditi
onal
1 p
erce
nt re
serv
atio
n is
held
at t
he st
ate
leve
l to
fund
scho
ol su
ppor
t an
d a
reco
gniti
on sy
stem
aut
horiz
ed u
nder
Sec
tion
1117
(see
bel
ow).
SID
P: E
xten
d th
e SI
DP
thro
ugh
the
reau
thor
izatio
n pe
riod
and
prov
ide
its fu
ndin
g to
stat
es u
nder
the
sam
e str
uctu
re a
nd c
ondi
tions
as t
he S
IR. Th
is w
ill a
llow
thes
e tw
o fu
ndin
g so
urce
s to
be c
ombi
ned
to st
ream
line
and
coor
dina
te re
sour
ces d
edic
ated
to
scho
ol im
prov
emen
t.
Any
fund
ing
rese
rved
or a
ppro
pria
ted
for S
IR o
r SID
P m
ay o
nly
be u
sed
for t
he
activ
ities
aut
horiz
ed u
nder
thos
e pr
ogra
ms.
Scho
ol su
ppor
t and
re
cogn
ition
syste
m
Secti
on 1
117
Cur
rent
law
requ
ires s
tate
s to
fund
syste
ms o
f sch
ool
supp
ort t
eam
s and
the
othe
r inf
rastr
uctu
re n
eces
sary
to
ass
ist d
istric
ts an
d sc
hool
s in
resp
ondi
ng to
a sc
hool
no
t mak
ing
AYP.
Stat
es a
re p
erm
itted
to u
se p
art o
f th
eir e
xisti
ng S
IR fu
ndin
g to
pay
for t
hese
effo
rts.
The
struc
ture
and
ope
ratio
n of
thes
e eff
orts
diffe
r wid
ely
from
stat
e to
stat
e.
As d
escr
ibed
abo
ve, s
tate
s cou
ld re
serv
e on
e-fif
th o
f the
ir SI
R fu
ndin
g to
ope
rate
thei
r sta
tew
ide
scho
ol su
ppor
t tea
ms a
nd o
ther
infra
struc
ture
. Sta
tes w
ould
be
requ
ired
to
mat
ch th
is le
vel o
f ass
istan
ce fr
om st
ate
fund
ing
on a
dol
lar-
to-d
olla
r bas
is.
Rese
arch
, tec
hnic
al
assis
tanc
e an
d de
velo
pmen
t
Pres
ently
, fed
eral
fund
ing
for r
esea
rch
on e
ffect
ive
educ
atio
nal p
ract
ices
, tec
hnic
al a
ssist
ance
and
app
lied
rese
arch
is li
mite
d to
app
roxi
mat
ely
$300
mill
ion
annu
ally
($16
2 m
illio
n fo
r edu
catio
n re
sear
ch
thro
ugh
vario
us re
sear
ch c
ente
rs a
nd su
ppor
t for
a
clea
ringh
ouse
cal
led
the
“Wha
t Wor
ks C
lear
ingh
ouse
” de
signe
d to
diss
emin
ate
prom
ising
edu
catio
nal
prac
tices
, and
the
rem
aini
ng a
mou
nt th
roug
h ed
ucat
ion
labo
rato
ries a
nd c
ompr
ehen
sive
cent
ers
prov
idin
g te
chni
cal a
ssist
ance
and
app
lied
rese
arch
).
Enha
nce
rese
arch
and
dev
elop
men
t on
K–1
2 ed
ucat
ion
refo
rm th
roug
h sc
ient
ifica
lly
base
d re
sear
ch b
y do
ublin
g th
e ed
ucat
ion
rese
arch
and
dev
elop
men
t bud
get
of th
e U
.S. D
OE
for e
lem
enta
ry a
nd se
cond
ary
educ
atio
n ov
er th
e lif
e of
the
reau
thor
izatio
n. A
men
d th
e In
stitu
te o
f Edu
catio
n Sc
ienc
e Ac
t to
requ
ire th
at a
ny
fund
s app
ropr
iate
d fo
r thi
s pur
pose
shal
l be
used
to a
ssist
stat
es, s
choo
l dist
ricts,
sc
hool
s and
stud
ents
in m
eetin
g th
e go
als o
f NC
LB a
nd th
at to
pics
of r
esea
rch
are
driv
en b
y pr
actit
ione
r int
eres
t and
use
and
are
rele
vant
to th
e re
al is
sues
and
ch
alle
nges
faci
ng sc
hool
s.
Stre
ngth
en th
e pr
ohib
ition
on
the
U.S
. DO
E co
ntro
lling
or d
irect
ing
state
s, sc
hool
di
stric
ts or
scho
ols i
n th
e us
e of
cur
ricul
um. I
f a c
urric
ulum
or p
rogr
am m
eets
statu
tory
or r
egul
ator
y re
quire
men
ts, th
e U
.S. D
OE
is pr
ohib
ited
from
inte
rferin
g w
ith th
e se
lect
ion
and
use
by a
stat
e, sc
hool
dist
rict o
r sch
ool o
f suc
h cu
rric
ulum
or
pro
gram
.
189Recommendation Tables: Moving Beyond the Status Quo to Effective School Improvement and Student Options
Issu
eC
urre
nt S
tatu
te/R
egul
atio
nR
eco
mm
enda
tio
n
•
Appo
int a
rece
iver
or t
ruste
e to
adm
inist
er th
e aff
airs
of t
he sc
hool
dist
rict
•
Abol
ish o
r res
truc
ture
the
scho
ol d
istric
t
Auth
orize
stud
ents
to tr
ansfe
r fro
m a
scho
ol o
pera
ted
by th
e sc
hool
dist
rict t
o a
high
er-p
erfo
rmin
g pu
blic
sc
hool
ope
rate
d by
ano
ther
scho
ol d
istric
t
Full
scho
ol y
ear
to im
plem
ent
requ
ired
actio
n
Scho
ols a
re g
iven
a fu
ll sc
hool
yea
r to
impl
emen
t a
requ
ired
inte
rven
tion
or sa
nctio
n un
der t
he
scho
ol im
prov
emen
t/cor
rect
ive
actio
n/re
struc
turin
g pr
ovisi
ons.
How
ever
, thi
s ful
l sch
ool y
ear r
equi
rem
ent
was
elim
inat
ed th
roug
h re
gula
tion
final
ized
by th
e U
.S. D
OE.
This
has r
esul
ted
in sc
hool
s bei
ng n
otifi
ed
as la
te a
s Nov
embe
r in
a sc
hool
yea
r, th
ereb
y gi
ving
th
em o
nly
a fe
w m
onth
s to
impl
emen
t an
inte
rven
tion
or sa
nctio
n be
fore
the
next
step
in th
e sc
hool
im
prov
emen
t pro
cess
is a
pplie
d to
them
.
A fu
ll sc
hool
yea
r mus
t pas
s fro
m th
e tim
e a
scho
ol re
ceiv
es it
s fina
l AYP
stat
us fo
r the
pr
ior s
choo
l yea
r unt
il th
e sc
hool
is su
bjec
t to
the
next
leve
l of c
orre
ctiv
e ac
tion
or re
struc
turin
g.
Cap
acity
for t
urni
ng
arou
nd lo
w-
perfo
rmin
g sc
hool
s
Cur
rent
law
pro
vide
s tw
o so
urce
s of f
eder
al fu
ndin
g fo
r sch
ool i
mpr
ovem
ent:
Scho
ol Im
prov
emen
t Res
erva
tion
(SIR
): Ea
ch st
ate
mus
t res
erve
4 p
erce
nt o
f its
Title
I fu
ndin
g to
allo
cate
to
scho
ol d
istric
ts fo
r sch
ool i
mpr
ovem
ent a
ctiv
ities
th
roug
h 20
07. N
inet
y-fiv
e pe
rcen
t of f
undi
ng is
re
quire
d to
be
allo
cate
d to
scho
ol d
istric
ts at
stat
e di
scre
tion
afte
r con
sider
ing
the
need
s of t
he lo
wes
t-ac
hiev
ing
scho
ols.
Scho
ol Im
prov
emen
t Dis
cret
iona
ry P
rogr
am
(SID
P):
NC
LB a
utho
rizes
an
addi
tiona
l disc
retio
nary
gr
ant p
rogr
am o
f allo
catio
ns to
scho
ol d
istric
ts th
roug
h sta
tes f
or sc
hool
impr
ovem
ent a
ctiv
ities
in
the
low
est-a
chie
ving
scho
ols.
The
Adm
inist
ratio
n pr
opos
ed fu
ndin
g fo
r thi
s pro
gram
for t
he fi
rst t
ime
in
its F
Y 20
07 b
udge
t ($2
00 m
illio
n re
ques
t).
SIR
: Ext
end
the
SIR
thro
ugh
the
reau
thor
izatio
n pe
riod
and
incr
ease
the
perc
enta
ge
set-a
side
from
4 to
5 p
erce
nt. R
equi
re 4
per
cent
(80
perc
ent o
f the
5 p
erce
nt re
serv
ed)
to b
e al
loca
ted
to sc
hool
dist
ricts
by fo
rmul
a, b
ased
on
the
follo
win
g fa
ctor
s: 50
pe
rcen
t pov
erty
and
50
perc
ent n
umbe
r of s
choo
ls no
t mak
ing
AYP
com
pare
d to
nu
mbe
r of s
choo
ls no
t mak
ing
AYP
in a
ll ot
her d
istric
ts in
the
state
. Sch
ool d
istric
ts th
at g
ener
ated
at l
east
$600
,000
wou
ld re
ceiv
e a
gran
t und
er th
is fo
rmul
a. Th
is fo
rmul
a w
ould
set t
he m
inim
um a
mou
nt th
ese
scho
ol d
istric
ts co
uld
rece
ive
at
$600
,000
; a st
ate
coul
d de
cide
to a
lloca
te a
dditi
onal
am
ount
s of t
he fu
nds g
ener
ated
th
roug
h th
e 4
perc
ent r
eser
vatio
n to
such
scho
ol d
istric
ts.
Scho
ol d
istric
ts th
at g
ener
ate
less
than
a $
600,
000
gran
t wou
ld h
ave
two
optio
ns:
•
Join
with
oth
er d
istric
ts ge
nera
ting
less
than
this
amou
nt to
form
con
sort
ium
s, th
ereb
y pr
oduc
ing
a la
rger
col
lect
ive
fund
ing
amou
nt
•
Allo
w th
e sta
te to
use
a d
istric
t’s fu
ndin
g, a
nd th
e fu
ndin
g of
oth
er d
istric
ts th
at
also
cho
se th
is op
tion,
to p
rovi
de d
irect
serv
ices
An a
dditi
onal
1 p
erce
nt re
serv
atio
n is
held
at t
he st
ate
leve
l to
fund
scho
ol su
ppor
t an
d a
reco
gniti
on sy
stem
aut
horiz
ed u
nder
Sec
tion
1117
(see
bel
ow).
SID
P: E
xten
d th
e SI
DP
thro
ugh
the
reau
thor
izatio
n pe
riod
and
prov
ide
its fu
ndin
g to
stat
es u
nder
the
sam
e str
uctu
re a
nd c
ondi
tions
as t
he S
IR. Th
is w
ill a
llow
thes
e tw
o fu
ndin
g so
urce
s to
be c
ombi
ned
to st
ream
line
and
coor
dina
te re
sour
ces d
edic
ated
to
scho
ol im
prov
emen
t.
Any
fund
ing
rese
rved
or a
ppro
pria
ted
for S
IR o
r SID
P m
ay o
nly
be u
sed
for t
he
activ
ities
aut
horiz
ed u
nder
thos
e pr
ogra
ms.
Scho
ol su
ppor
t and
re
cogn
ition
syste
m
Secti
on 1
117
Cur
rent
law
requ
ires s
tate
s to
fund
syste
ms o
f sch
ool
supp
ort t
eam
s and
the
othe
r inf
rastr
uctu
re n
eces
sary
to
ass
ist d
istric
ts an
d sc
hool
s in
resp
ondi
ng to
a sc
hool
no
t mak
ing
AYP.
Stat
es a
re p
erm
itted
to u
se p
art o
f th
eir e
xisti
ng S
IR fu
ndin
g to
pay
for t
hese
effo
rts.
The
struc
ture
and
ope
ratio
n of
thes
e eff
orts
diffe
r wid
ely
from
stat
e to
stat
e.
As d
escr
ibed
abo
ve, s
tate
s cou
ld re
serv
e on
e-fif
th o
f the
ir SI
R fu
ndin
g to
ope
rate
thei
r sta
tew
ide
scho
ol su
ppor
t tea
ms a
nd o
ther
infra
struc
ture
. Sta
tes w
ould
be
requ
ired
to
mat
ch th
is le
vel o
f ass
istan
ce fr
om st
ate
fund
ing
on a
dol
lar-
to-d
olla
r bas
is.
Rese
arch
, tec
hnic
al
assis
tanc
e an
d de
velo
pmen
t
Pres
ently
, fed
eral
fund
ing
for r
esea
rch
on e
ffect
ive
educ
atio
nal p
ract
ices
, tec
hnic
al a
ssist
ance
and
app
lied
rese
arch
is li
mite
d to
app
roxi
mat
ely
$300
mill
ion
annu
ally
($16
2 m
illio
n fo
r edu
catio
n re
sear
ch
thro
ugh
vario
us re
sear
ch c
ente
rs a
nd su
ppor
t for
a
clea
ringh
ouse
cal
led
the
“Wha
t Wor
ks C
lear
ingh
ouse
” de
signe
d to
diss
emin
ate
prom
ising
edu
catio
nal
prac
tices
, and
the
rem
aini
ng a
mou
nt th
roug
h ed
ucat
ion
labo
rato
ries a
nd c
ompr
ehen
sive
cent
ers
prov
idin
g te
chni
cal a
ssist
ance
and
app
lied
rese
arch
).
Enha
nce
rese
arch
and
dev
elop
men
t on
K–1
2 ed
ucat
ion
refo
rm th
roug
h sc
ient
ifica
lly
base
d re
sear
ch b
y do
ublin
g th
e ed
ucat
ion
rese
arch
and
dev
elop
men
t bud
get
of th
e U
.S. D
OE
for e
lem
enta
ry a
nd se
cond
ary
educ
atio
n ov
er th
e lif
e of
the
reau
thor
izatio
n. A
men
d th
e In
stitu
te o
f Edu
catio
n Sc
ienc
e Ac
t to
requ
ire th
at a
ny
fund
s app
ropr
iate
d fo
r thi
s pur
pose
shal
l be
used
to a
ssist
stat
es, s
choo
l dist
ricts,
sc
hool
s and
stud
ents
in m
eetin
g th
e go
als o
f NC
LB a
nd th
at to
pics
of r
esea
rch
are
driv
en b
y pr
actit
ione
r int
eres
t and
use
and
are
rele
vant
to th
e re
al is
sues
and
ch
alle
nges
faci
ng sc
hool
s.
Stre
ngth
en th
e pr
ohib
ition
on
the
U.S
. DO
E co
ntro
lling
or d
irect
ing
state
s, sc
hool
di
stric
ts or
scho
ols i
n th
e us
e of
cur
ricul
um. I
f a c
urric
ulum
or p
rogr
am m
eets
statu
tory
or r
egul
ator
y re
quire
men
ts, th
e U
.S. D
OE
is pr
ohib
ited
from
inte
rferin
g w
ith th
e se
lect
ion
and
use
by a
stat
e, sc
hool
dist
rict o
r sch
ool o
f suc
h cu
rric
ulum
or
pro
gram
.
190 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children
Issu
eC
urre
nt S
tatu
te/R
egul
atio
nR
eco
mm
enda
tio
n
Diff
eren
tiate
d le
vels
of sa
nctio
nsPr
esen
tly, a
ll sc
hool
s rec
eivi
ng T
itle
I fun
ding
ar
e su
bjec
t to
the
sam
e sc
hool
impr
ovem
ent,
corr
ectiv
e ac
tion
and
restr
uctu
ring
proc
esse
s. Th
ere
is no
diff
eren
tiatio
n be
twee
n sc
hool
s tha
t are
al
mos
t ach
ievi
ng A
YP a
nd sc
hool
s tha
t nee
d m
ore
com
preh
ensiv
e in
terv
entio
ns.
Requ
ire la
rge
scho
ol d
istric
ts w
ith su
ffici
ent c
apac
ity a
nd st
ates
(for
scho
ols o
utsid
e of
thes
e di
stric
ts) to
iden
tify
the
botto
m 1
0 pe
rcen
t of l
ow-p
erfo
rmin
g sc
hool
s. An
y sc
hool
that
has
bee
n in
restr
uctu
ring
at th
e tim
e of
the
enac
tmen
t of a
reau
thor
ized
NC
LB sh
all b
e re
quire
d to
be
incl
uded
in th
is ca
tego
ry. S
uch
scho
ols w
ould
be
requ
ired
to im
plem
ent o
ne o
f the
restr
uctu
ring
optio
ns.
As sc
hool
s im
plem
ent r
estr
uctu
ring,
they
wou
ld b
e re
mov
ed fr
om th
is ca
tego
ry a
nd
unde
r the
reco
mm
enda
tions
des
crib
ed a
bove
, the
y w
ould
star
t at t
he b
egin
ning
of t
he
scho
ol im
prov
emen
t pro
cess
. Sta
tes w
ould
iden
tify
new
scho
ols f
or th
is ca
tego
ry o
n an
ann
ual b
asis
as sc
hool
s im
plem
ent r
estr
uctu
ring
and
leav
e th
e ca
tego
ry.
Scho
ols t
hat a
re e
ligib
le fo
r res
truc
turin
g, b
ut a
re n
ot in
the
low
est-p
erfo
rmin
g 10
per
cent
of s
uch
scho
ols,
will
rem
ain
in c
orre
ctiv
e ac
tion
and
cont
inue
to
impl
emen
t cor
rect
ive
actio
n pr
ovisi
ons.
Thes
e sc
hool
s wou
ld b
e re
quire
d to
revi
se
the
impl
emen
tatio
n of
the
corr
ectiv
e ac
tions
app
lied
to th
em e
very
two
year
s unt
il th
ey m
ake
AYP
for t
wo
cons
ecut
ive
year
s and
leav
e th
e sc
hool
impr
ovem
ent p
roce
ss.
As sc
hool
s in
the
low
est-p
erfo
rmin
g 10
per
cent
are
restr
uctu
red
and
leav
e th
e sc
hool
im
prov
emen
t pro
cess
, the
nex
t low
est-p
erfo
rmin
g sc
hool
s in
corr
ectiv
e ac
tion
wou
ld
be id
entifi
ed fo
r res
truc
turin
g, n
ot to
exc
eed
the
10 p
erce
nt c
ap.
191Recommendation Tables: Fair and Accurate Assessments of Student Progress
Issu
eC
urre
nt S
tatu
te/R
egul
atio
nR
eco
mm
enda
tio
n
Fund
ing
for
impr
ovin
g as
sess
men
t qu
ality
Secti
on 6
113
(a)(
2)
Con
gres
s has
app
ropr
iate
d ap
prox
imat
ely
$400
m
illio
n an
nual
ly th
e la
st fo
ur y
ears
to su
ppor
t th
e de
velo
pmen
t and
impl
emen
tatio
n of
NC
LB’s
annu
al te
sting
requ
irem
ents.
Cur
rent
ly, th
ese
dolla
rs
rem
ain
in a
n an
nual
app
ropr
iatio
n of
$40
7 m
illio
n an
d ar
e ta
sked
to p
rimar
ily su
ppor
t sta
te d
evel
opm
ent
of a
sses
smen
ts in
read
ing
and
mat
hem
atic
s for
gra
des
3 th
roug
h 8.
Con
tinue
this
leve
l of f
undi
ng to
supp
ort s
tate
ass
essm
ent d
evel
opm
ent,
but s
hift
the
focu
s to
supp
ort t
he fo
llow
ing
activ
ities
:
•
Impr
ovin
g as
sess
men
t qua
lity
•
Dev
elop
ing
the
12th
gra
de a
sses
smen
t (re
com
men
ded
by th
e C
omm
issio
n)
•
Cre
atin
g an
d im
plem
entin
g al
tern
ate
asse
ssm
ents
for s
tude
nts w
ith d
isabi
litie
s an
d En
glish
lang
uage
lear
ners
•
Furt
her d
evel
opin
g an
d im
plem
entin
g of
scie
nce
asse
ssm
ents
(req
uire
d be
ginn
ing
with
the
2007
–08
scho
ol y
ear)
•
Upg
radi
ng te
st de
liver
y an
d sc
orin
g te
chno
logy
in w
ays t
hat y
ield
qui
cker
and
m
ore
accu
rate
dat
a
Uni
vers
al d
esig
nN
o su
ch p
rovi
sion.
Stat
es w
ould
be
requ
ired
to d
evel
op a
pla
n (w
hich
cou
ld b
e in
corp
orat
ed in
to
an e
xisti
ng p
lan
such
as t
he st
ate
acco
unta
bilit
y pl
an) f
or e
stabl
ishin
g un
iver
sally
de
signe
d as
sess
men
t sys
tem
s.
Form
ativ
e as
sess
men
tsN
o su
ch p
rovi
sion.
Scho
ol d
istric
ts w
ould
be
allo
wed
to u
se T
itle
I fun
ds to
impl
emen
t a sy
stem
of
form
ativ
e as
sess
men
ts de
signe
d to
pro
vide
teac
hers
and
prin
cipa
ls w
ith p
erio
dic
mea
sure
men
ts of
a c
hild
’s at
tain
men
t of s
tate
stan
dard
s. Sc
hool
dist
ricts
wou
ld b
e re
quire
d to
impl
emen
t suc
h as
sess
men
ts in
scho
ols t
hat a
re id
entifi
ed fo
r sch
ool
impr
ovem
ent s
tatu
s (tw
o co
nsec
utiv
e ye
ars o
f not
mee
ting
adeq
uate
yea
rly p
rogr
ess
(AYP
)). S
uch
asse
ssm
ents
wou
ld:
•
Incl
ude
perio
dic
adm
inist
ratio
ns th
roug
hout
the
scho
ol y
ear (
an e
xact
sche
dule
or
freq
uenc
y w
ould
not
be
defin
ed a
nd w
ould
be
dete
rmin
ed b
y di
stric
ts)
•
Be a
ligne
d w
ith st
ate
stand
ards
•
Be d
esig
ned
to p
rodu
ce ra
pid
resu
lts th
at c
ould
be
easil
y in
terp
rete
d an
d us
ed b
y te
ache
rs a
nd p
rinci
pals
Rec
om
men
dati
ons
for
Fair
and
Acc
urat
e A
sses
smen
ts o
f Stu
dent
Pro
gres
s
192 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children
Issu
eC
urre
nt S
tatu
te/R
egul
atio
nR
eco
mm
enda
tio
n
12th
gra
de a
sses
smen
tC
urre
nt la
w re
quire
s sta
tes t
o ad
min
ister
ann
ual
asse
ssm
ents
in g
rade
s 3 th
roug
h 8
in re
adin
g or
la
ngua
ge a
rts a
nd m
athe
mat
ics.
Stat
es fi
rst h
ad to
ad
min
ister
thes
e as
sess
men
ts in
the
2005
–06
scho
ol
year
. Sta
tes a
lso m
ust a
dmin
ister
an
asse
ssm
ent i
n re
adin
g or
lang
uage
art
s and
mat
hem
atic
s onc
e in
the
10–1
2 gr
ade
span
. Mos
t sta
tes a
dmin
ister
th
is as
sess
men
t in
grad
e 10
. Sta
tes m
ust a
lso
adm
inist
er sc
ienc
e as
sess
men
ts sta
rtin
g in
the
2007
–08
scho
ol y
ear.
Scho
ols m
ust a
dmin
ister
an
asse
ssm
ent o
f rea
ding
or l
angu
age
arts
and
mat
hem
atic
s in
gra
de 1
2. Th
is w
ould
ext
end
NC
LB a
sses
smen
ts to
incl
ude
grad
es 3
thro
ugh
8 an
d gr
ades
10
and
12 in
mos
t sta
tes.
Stat
es w
ould
be
proh
ibite
d fro
m u
sing
the
12th
gra
de a
sses
smen
t as t
he so
le
dete
rmin
ant o
f whe
ther
a st
uden
t is a
llow
ed to
gra
duat
e. S
tate
s cou
ld o
pt to
gra
nt
colle
ge c
redi
t to
a stu
dent
show
ing
mas
tery
of c
olle
ge-le
vel w
ork
on th
is as
sess
men
t. Th
e as
sess
men
t mus
t be
deve
lope
d to
ass
ess c
olle
ge-le
vel c
onte
nt if
a st
ate
uses
the
asse
ssm
ent f
or g
rant
ing
colle
ge c
redi
t.
Vert
ical
ly sc
aled
as
sess
men
tsN
o su
ch p
rovi
sion.
Stat
es w
ould
be
requ
ired
with
in fo
ur y
ears
of e
nact
men
t of a
reau
thor
ized
NC
LB (b
y th
e ye
ar 2
012)
to v
ertic
ally
scal
e th
eir a
sses
smen
ts (a
llow
ing
abili
ty to
com
pare
test
resu
lts fr
om y
ear t
o ye
ar).
193Recommendation Tables: High Standards for Every Student in Every State
Issu
eC
urre
nt S
tatu
te/R
egul
atio
nR
eco
mm
enda
tio
n
Anal
ysis
of
colle
ge re
adin
ess
and
wor
kpla
ce
appl
icab
ility
of
state
stan
dard
s
Secti
on 1
111(
b)(1
)
No
such
pro
visio
n.Ea
ch st
ate
wou
ld u
nder
take
an
anal
ysis
of it
s cur
rent
stan
dard
s and
ass
essm
ent s
yste
m
to d
eter
min
e if
its sy
stem
is a
ligne
d w
ith w
hat s
tude
nts s
houl
d kn
ow a
nd b
e ab
le d
o in
ord
er to
succ
eed
in c
olle
ge a
nd th
e w
orkp
lace
. Suc
h an
alys
is w
ould
be
requ
ired
to
be c
ompl
eted
with
in a
yea
r afte
r the
ena
ctm
ent o
f a re
auth
orize
d N
CLB
. This
anal
ysis
wou
ld re
quire
a st
ate
to d
o th
e fo
llow
ing:
•
Con
sult
with
repr
esen
tativ
es o
f hig
her e
duca
tion
and
smal
l and
larg
e bu
sines
ses
on th
e sk
ills a
nd e
duca
tion
leve
ls ne
cess
ary
for s
ucce
ss
•
Con
sider
exi
sting
nat
iona
l and
priv
ate
effor
ts to
iden
tify
colle
ge a
nd w
orkp
lace
re
adin
ess s
kills
•
Link
stan
dard
s for
read
ing
or la
ngua
ge a
rts a
nd m
athe
mat
ics o
n a
com
mon
scal
e
All s
tate
s mus
t com
plet
e th
is pr
oces
s with
in o
ne y
ear o
f ena
ctm
ent o
f a re
auth
orize
d N
CLB
in o
rder
to p
artic
ipat
e in
a n
atio
nal s
umm
it to
be
conv
ened
by
the
U.S
. Se
cret
ary
of E
duca
tion.
The
U.S
. Sec
reta
ry o
f Edu
catio
n w
ould
, afte
r con
sulta
tion
with
stat
es, i
dent
ify th
e co
mm
on sc
ale
the
state
s wou
ld u
se a
s a p
art o
f thi
s ana
lysis
.
The
purp
ose
of th
e na
tiona
l sum
mit
will
be
two-
fold
. Firs
t, to
cre
ate
an in
cent
ive
and
a fo
rum
for s
tate
s to
take
a fr
esh
look
at w
heth
er th
e ex
pect
atio
ns th
ey h
ave
set a
re
suffi
cien
t for
goi
ng fo
rwar
d. S
econ
d, to
repo
rt to
the
Amer
ican
peo
ple
on w
heth
er
state
s are
setti
ng e
xpec
tatio
ns th
at e
nsur
e stu
dent
s can
obt
ain
fulfi
lling
em
ploy
men
t an
d be
col
lege
read
y.
Nat
iona
l mod
el
stand
ards
No
such
pro
visio
n.A
disti
ngui
shed
nat
iona
l pan
el, i
nclu
ding
mem
bers
of t
he N
atio
nal A
sses
smen
t G
over
ning
Boa
rd (N
AGB)
, sho
uld
be c
omm
issio
ned
to c
reat
e na
tiona
l mod
el
stand
ards
and
tests
, ext
rapo
latin
g fro
m c
onte
nt o
f Nat
iona
l Ass
essm
ent o
f Edu
catio
nal
Prog
ress
(NAE
P) fr
amew
orks
for g
rade
s 4, 8
and
12,
and
map
ping
the
addi
tiona
l gr
ades
app
ropr
iate
ly. In
add
ition
to u
sing
the
NAE
P fra
mew
orks
, the
pan
el w
ould
be
requ
ired
to e
nsur
e th
e na
tiona
l mod
el st
anda
rds a
re a
ligne
d w
ith c
olle
ge a
nd
wor
kpla
ce re
adin
ess r
equi
rem
ents
thro
ugh
such
mea
ns a
s con
sider
ing
exist
ing
natio
nal
and
priv
ate
effor
ts to
iden
tify
read
ines
s req
uire
men
ts.
CO
NTI
NU
ED O
N P
AG
E 19
4
Rec
om
men
dati
ons
for
Hig
h S
tand
ards
for
Eve
ry S
tude
nt in
Eve
ry S
tate
194 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children
Issu
eC
urre
nt S
tatu
te/R
egul
atio
nR
eco
mm
enda
tio
n
Onc
e th
ese
mod
el st
anda
rds a
nd te
sts a
re c
reat
ed:
1.
Sta
tes c
ould
ado
pt th
e re
sulti
ng n
atio
nal m
odel
stan
dard
s and
tests
as t
heir
own
for N
CLB
acc
ount
abili
ty p
urpo
ses
2.
Sta
tes c
ould
bui
ld th
eir o
wn
asse
ssm
ent i
nstr
umen
ts ba
sed
on th
e na
tiona
l m
odel
stan
dard
s and
ass
essm
ents,
or
3.
Sta
tes c
ould
kee
p th
eir e
xisti
ng o
r rev
ampe
d sta
ndar
ds (p
er th
e pr
oces
s abo
ve)
and
tests
for N
CLB
acc
ount
abili
ty p
urpo
ses
Stat
es c
hoos
ing
the
seco
nd o
r thi
rd o
ptio
n w
ould
hav
e th
eir s
tand
ards
and
te
sts a
naly
zed
and
com
pare
d to
the
natio
nal m
odel
usin
g th
e co
mm
on sc
ale
men
tione
d ab
ove.
Secr
etar
y’s a
nnua
l re
port
on
the
varia
nce
betw
een
state
con
tent
an
d pe
rform
ance
sta
ndar
ds a
nd
natio
nal s
tand
ards
an
d as
sess
men
ts
No
such
pro
visio
n.Th
e U
.S. S
ecre
tary
of E
duca
tion
wou
ld a
nnua
lly re
port
on
the
varia
nce
betw
een
the
rigor
of s
tate
ass
essm
ents
in c
ompa
rison
to th
e ex
pect
atio
ns o
f the
nat
iona
l sta
ndar
ds
and
asse
ssm
ents
usin
g th
e co
mm
on sc
ale
men
tione
d ab
ove.
195Recommendation Tables: Ensuring High Schools Prepare Students for College and the Workplace
Issu
eC
urre
nt S
tatu
te/R
egul
atio
nR
eco
mm
enda
tio
n
Dist
rictw
ide
high
sc
hool
refo
rmN
o su
ch p
rovi
sion.
Scho
ol d
istric
ts th
at m
eet t
he fo
llow
ing
crite
ria w
ould
be
requ
ired
to d
evel
op a
di
stric
twid
e hi
gh sc
hool
impr
ovem
ent p
lan:
Firs
t crit
eria
: Fi
fty p
erce
nt o
f the
stud
ents
enro
lled
in h
igh
scho
ols i
n th
e di
stric
t atte
nd a
hig
h sc
hool
that
did
not
mak
e ad
equa
te y
early
pro
gres
s (AY
P) (i
n an
y gi
ven
year
) or 5
0 pe
rcen
t of h
igh
scho
ols i
n th
e sc
hool
dist
rict d
id n
ot m
ake
AYP.
Seco
nd c
riter
ia:
The
atte
ndan
ce ra
tes o
f the
hig
h sc
hool
s des
crib
ed in
the
first
crite
ria (e
ither
thos
e th
at st
uden
ts at
tend
, or t
he 5
0 pe
rcen
t tha
t did
not
mak
e AY
P) a
re a
ffect
ed b
y th
e as
sess
men
t res
ults
and
atte
ndan
ce ra
tes o
f the
8th
gra
de c
lass
(or w
hate
ver g
rade
pr
eced
es th
e fir
st ye
ar o
f hig
h sc
hool
) ent
erin
g su
ch sc
hool
s.
The
distr
ictw
ide
high
scho
ol im
prov
emen
t pla
n w
ould
be
requ
ired
to b
e on
file
with
th
e sta
te in
ord
er fo
r the
dist
rict t
o re
ceiv
e fu
ndin
g un
der T
itle
I. In
dev
elop
ing
the
plan
, dist
ricts
wou
ld c
onsid
er th
e fo
llow
ing
data
:
•
AYP
statu
s of s
choo
ls
•
Gra
duat
ion
rate
(disa
ggre
gate
d by
NC
LB’s
subg
roup
s and
cal
cula
ted
usin
g th
e m
etho
d de
scrib
ed in
the
Nat
iona
l Gov
erno
rs A
ssoc
iatio
n gr
adua
tion-
rate
com
pact
)
•
8th
grad
e su
mm
ativ
e as
sess
men
t res
ults
and
atte
ndan
ce ra
tes o
f 8th
gra
de
scho
ols f
eedi
ng in
to h
igh
scho
ols i
n th
e di
stric
t
•
Cre
dit a
ccum
ulat
ion
by th
e en
d of
the
9th
grad
e
This
plan
will
requ
ire su
ch sc
hool
dist
ricts
to:
•
Focu
s on
the
scho
ols a
nd/o
r stu
dent
s tha
t res
ulte
d in
thei
r ide
ntifi
catio
n as
be
ing
requ
ired
to d
evel
op th
is pl
an
CO
NTI
NU
ED O
N P
AG
E 19
6
Rec
om
men
dati
ons
for
Ens
urin
g H
igh
Sch
oo
ls P
repa
re S
tude
nts
for
Co
llege
and
the
Wo
rkpl
ace
196 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children
Issu
eC
urre
nt S
tatu
te/R
egul
atio
nR
eco
mm
enda
tio
n
•
Do
a re
sour
ce a
lloca
tion
anal
ysis
of st
affing
, pro
fess
iona
l dev
elop
men
t, in
struc
tion,
and
atte
ndan
ce o
f the
dist
rict’s
hig
h sc
hool
s
•
Dev
elop
a re
sear
ch-b
ased
pla
n to
add
ress
the
scho
ol d
istric
t’s a
bilit
y (in
the
area
s of
instr
uctio
n, c
urric
ulum
and
cap
acity
) to
assis
t hig
h sc
hool
s in
incr
easin
g ac
hiev
emen
t and
in m
eetin
g sc
hool
s’ in
struc
tiona
l nee
ds. Th
e de
velo
pmen
t of
this
plan
will
requ
ire c
onsid
erat
ion
of th
e fo
llow
ing:
- Alig
nmen
t bet
wee
n th
e di
stric
t’s c
urric
ulum
and
stat
e sta
ndar
ds
- Use
of f
orm
ativ
e as
sess
men
ts
- Use
of d
ata
to im
prov
e in
struc
tion
- Inc
orpo
ratio
n of
staff
-focu
sed
prof
essio
nal d
evel
opm
ent
- Hiri
ng, p
lace
men
t and
dist
ribut
ion
of h
ighl
y eff
ectiv
e pr
inci
pals
- Hiri
ng a
nd d
istrib
utio
n of
hig
hly
qual
ified
and
effe
ctiv
e te
ache
rs
- Use
of a
n ex
tend
ed sc
hool
day
and
scho
ol y
ear
•
Incr
ease
atte
ndan
ce a
nd e
arne
d, o
n-tim
e gr
ade
prom
otio
n
•
Ensu
re st
uden
ts gr
adua
te re
ady
for c
olle
ge a
nd th
e w
orkp
lace
Stat
es, a
s par
t of t
he sc
hool
dist
rict’s
Titl
e I p
lan,
wou
ld b
e re
quire
d to
app
rove
the
distr
ictw
ide
high
scho
ol p
lan.
Bef
ore
appr
oval
, the
scho
ol d
istric
t pla
n w
ould
be
peer
re
view
ed. Th
e re
sults
of t
his p
eer r
evie
w w
ould
be
cons
ider
ed b
y th
e sta
te a
s par
t of
the
appr
oval
pro
cess
. Also
as p
art o
f the
app
rova
l pro
cess
, the
stat
e m
ust c
onsu
lt w
ith th
e sta
te d
epar
tmen
ts or
offi
ces r
espo
nsib
le fo
r juv
enile
justi
ce a
nd a
ltern
ativ
e ed
ucat
ion
plac
emen
ts.
The
state
wou
ld b
e re
quire
d to
giv
e th
e di
stric
t tec
hnic
al a
ssist
ance
in d
evel
opin
g an
d im
plem
entin
g th
e hi
gh sc
hool
pla
n.
12th
gra
de a
sses
smen
tC
urre
nt la
w re
quire
s sta
tes t
o ad
min
ister
ann
ual
asse
ssm
ents
in g
rade
s 3 th
roug
h 8
in re
adin
g or
la
ngua
ge a
rts a
nd m
athe
mat
ics.
Stat
es w
ere
requ
ired
to a
dmin
ister
thes
e as
sess
men
ts fo
r the
firs
t tim
e in
th
e 20
05–0
6 sc
hool
yea
r. St
ates
also
mus
t adm
inist
er
an a
sses
smen
t in
read
ing
or la
ngua
ge a
rts a
nd
mat
hem
atic
s onc
e in
the
10–1
2 gr
ade
span
. Mos
t sta
tes a
dmin
ister
this
asse
ssm
ent i
n gr
ade
10. S
tate
s m
ust a
lso a
dmin
ister
scie
nce
asse
ssm
ents
start
ing
in
the
2007
–08
scho
ol y
ear.
Scho
ols w
ould
be
requ
ired
to a
dmin
ister
ass
essm
ents
of re
adin
g or
lang
uage
art
s and
m
athe
mat
ics i
n gr
ade
12. Th
is w
ould
ext
end
NC
LB a
sses
smen
ts to
incl
ude
grad
es 3
th
roug
h 8
and
grad
es 1
0 an
d 12
in m
ost s
tate
s.
Stat
es w
ould
be
proh
ibite
d fro
m u
sing
the
12th
gra
de a
sses
smen
t as t
he so
le
dete
rmin
ant o
f whe
ther
a st
uden
t is a
llow
ed to
gra
duat
e. S
tate
s cou
ld o
pt to
gra
nt
colle
ge c
redi
t to
a stu
dent
show
ing
mas
tery
of c
olle
ge-le
vel w
ork
on su
ch a
sses
smen
t. Th
e as
sess
men
t mus
t be
deve
lope
d to
ass
ess c
olle
ge-le
vel c
onte
nt if
a st
ate
uses
the
asse
ssm
ent f
or g
rant
ing
colle
ge c
redi
t.
Stat
e an
d lo
cal
repo
rt c
ards
Secti
on 1
111(
h)
Stat
es, d
istric
ts an
d sc
hool
s are
requ
ired
to is
sue
repo
rt
card
s to
pare
nts a
nd th
e pu
blic
on
aspe
cts o
f stu
dent
pe
rform
ance
and
teac
her q
ualifi
catio
ns. P
aren
ts ar
e al
low
ed to
requ
est i
nfor
mat
ion
on th
e qu
alifi
catio
ns
of th
eir c
hild
’s te
ache
r and
will
be
sent
info
rmat
ion
on th
eir i
ndiv
idua
l per
form
ance
. Not
ice
of th
e ab
ility
to
requ
est t
his i
nfor
mat
ion
is re
quire
d to
be
sent
to
pare
nts o
n an
ann
ual b
asis.
Mai
ntai
n th
e cu
rren
t sta
tute
and
add
the
follo
win
g:
Requ
ire st
ates
, as p
art o
f the
repo
rt c
ards
pub
lishe
d on
eac
h sc
hool
und
er S
ectio
n 11
11(h
), to
repo
rt th
e fo
llow
ing
info
rmat
ion:
• T
each
er a
ttend
ance
rate
s
• T
urno
ver a
nd re
tent
ion
rate
s of
high
ly q
ualifi
ed te
ache
rs (H
QTs
), hi
ghly
qu
alifi
ed a
nd e
ffect
ive
teac
hers
(HQ
ETs)
and
hig
hly
effec
tive
prin
cipa
ls (H
EPs)
•
Num
ber a
nd p
erce
ntag
e of
stud
ents
taki
ng ri
goro
us a
nd a
dvan
ced
cour
ses,
disa
ggre
gate
d an
d re
port
ed b
y cu
rren
t NC
LB su
bgro
ups
•
Atte
ndan
ce ra
tes f
or e
lem
enta
ry sc
hool
s
•
The
num
ber o
f HQ
ETs,
repo
rted
by
the
insti
tutio
ns o
f hig
her e
duca
tion
or
alte
rnat
ive
cert
ifica
tion
prog
ram
s the
y at
tend
ed
Stat
es w
ould
be
requ
ired
to re
port
this
info
rmat
ion
in a
form
at th
at is
eas
ily a
cces
sible
an
d un
ders
tand
able
to p
aren
ts an
d ta
xpay
ers.
Exist
ing
grad
uatio
n ra
te d
ata
wou
ld b
e re
quire
d to
be
repo
rted
in a
disa
ggre
gate
d m
anne
r (by
subg
roup
s for
AYP
pur
pose
s).
197Recommendation Tables: Ensuring High Schools Prepare Students for College and the Workplace
Issu
eC
urre
nt S
tatu
te/R
egul
atio
nR
eco
mm
enda
tio
n
•
Do
a re
sour
ce a
lloca
tion
anal
ysis
of st
affing
, pro
fess
iona
l dev
elop
men
t, in
struc
tion,
and
atte
ndan
ce o
f the
dist
rict’s
hig
h sc
hool
s
•
Dev
elop
a re
sear
ch-b
ased
pla
n to
add
ress
the
scho
ol d
istric
t’s a
bilit
y (in
the
area
s of
instr
uctio
n, c
urric
ulum
and
cap
acity
) to
assis
t hig
h sc
hool
s in
incr
easin
g ac
hiev
emen
t and
in m
eetin
g sc
hool
s’ in
struc
tiona
l nee
ds. Th
e de
velo
pmen
t of
this
plan
will
requ
ire c
onsid
erat
ion
of th
e fo
llow
ing:
- Alig
nmen
t bet
wee
n th
e di
stric
t’s c
urric
ulum
and
stat
e sta
ndar
ds
- Use
of f
orm
ativ
e as
sess
men
ts
- Use
of d
ata
to im
prov
e in
struc
tion
- Inc
orpo
ratio
n of
staff
-focu
sed
prof
essio
nal d
evel
opm
ent
- Hiri
ng, p
lace
men
t and
dist
ribut
ion
of h
ighl
y eff
ectiv
e pr
inci
pals
- Hiri
ng a
nd d
istrib
utio
n of
hig
hly
qual
ified
and
effe
ctiv
e te
ache
rs
- Use
of a
n ex
tend
ed sc
hool
day
and
scho
ol y
ear
•
Incr
ease
atte
ndan
ce a
nd e
arne
d, o
n-tim
e gr
ade
prom
otio
n
•
Ensu
re st
uden
ts gr
adua
te re
ady
for c
olle
ge a
nd th
e w
orkp
lace
Stat
es, a
s par
t of t
he sc
hool
dist
rict’s
Titl
e I p
lan,
wou
ld b
e re
quire
d to
app
rove
the
distr
ictw
ide
high
scho
ol p
lan.
Bef
ore
appr
oval
, the
scho
ol d
istric
t pla
n w
ould
be
peer
re
view
ed. Th
e re
sults
of t
his p
eer r
evie
w w
ould
be
cons
ider
ed b
y th
e sta
te a
s par
t of
the
appr
oval
pro
cess
. Also
as p
art o
f the
app
rova
l pro
cess
, the
stat
e m
ust c
onsu
lt w
ith th
e sta
te d
epar
tmen
ts or
offi
ces r
espo
nsib
le fo
r juv
enile
justi
ce a
nd a
ltern
ativ
e ed
ucat
ion
plac
emen
ts.
The
state
wou
ld b
e re
quire
d to
giv
e th
e di
stric
t tec
hnic
al a
ssist
ance
in d
evel
opin
g an
d im
plem
entin
g th
e hi
gh sc
hool
pla
n.
12th
gra
de a
sses
smen
tC
urre
nt la
w re
quire
s sta
tes t
o ad
min
ister
ann
ual
asse
ssm
ents
in g
rade
s 3 th
roug
h 8
in re
adin
g or
la
ngua
ge a
rts a
nd m
athe
mat
ics.
Stat
es w
ere
requ
ired
to a
dmin
ister
thes
e as
sess
men
ts fo
r the
firs
t tim
e in
th
e 20
05–0
6 sc
hool
yea
r. St
ates
also
mus
t adm
inist
er
an a
sses
smen
t in
read
ing
or la
ngua
ge a
rts a
nd
mat
hem
atic
s onc
e in
the
10–1
2 gr
ade
span
. Mos
t sta
tes a
dmin
ister
this
asse
ssm
ent i
n gr
ade
10. S
tate
s m
ust a
lso a
dmin
ister
scie
nce
asse
ssm
ents
start
ing
in
the
2007
–08
scho
ol y
ear.
Scho
ols w
ould
be
requ
ired
to a
dmin
ister
ass
essm
ents
of re
adin
g or
lang
uage
art
s and
m
athe
mat
ics i
n gr
ade
12. Th
is w
ould
ext
end
NC
LB a
sses
smen
ts to
incl
ude
grad
es 3
th
roug
h 8
and
grad
es 1
0 an
d 12
in m
ost s
tate
s.
Stat
es w
ould
be
proh
ibite
d fro
m u
sing
the
12th
gra
de a
sses
smen
t as t
he so
le
dete
rmin
ant o
f whe
ther
a st
uden
t is a
llow
ed to
gra
duat
e. S
tate
s cou
ld o
pt to
gra
nt
colle
ge c
redi
t to
a stu
dent
show
ing
mas
tery
of c
olle
ge-le
vel w
ork
on su
ch a
sses
smen
t. Th
e as
sess
men
t mus
t be
deve
lope
d to
ass
ess c
olle
ge-le
vel c
onte
nt if
a st
ate
uses
the
asse
ssm
ent f
or g
rant
ing
colle
ge c
redi
t.
Stat
e an
d lo
cal
repo
rt c
ards
Secti
on 1
111(
h)
Stat
es, d
istric
ts an
d sc
hool
s are
requ
ired
to is
sue
repo
rt
card
s to
pare
nts a
nd th
e pu
blic
on
aspe
cts o
f stu
dent
pe
rform
ance
and
teac
her q
ualifi
catio
ns. P
aren
ts ar
e al
low
ed to
requ
est i
nfor
mat
ion
on th
e qu
alifi
catio
ns
of th
eir c
hild
’s te
ache
r and
will
be
sent
info
rmat
ion
on th
eir i
ndiv
idua
l per
form
ance
. Not
ice
of th
e ab
ility
to
requ
est t
his i
nfor
mat
ion
is re
quire
d to
be
sent
to
pare
nts o
n an
ann
ual b
asis.
Mai
ntai
n th
e cu
rren
t sta
tute
and
add
the
follo
win
g:
Requ
ire st
ates
, as p
art o
f the
repo
rt c
ards
pub
lishe
d on
eac
h sc
hool
und
er S
ectio
n 11
11(h
), to
repo
rt th
e fo
llow
ing
info
rmat
ion:
• T
each
er a
ttend
ance
rate
s
• T
urno
ver a
nd re
tent
ion
rate
s of
high
ly q
ualifi
ed te
ache
rs (H
QTs
), hi
ghly
qu
alifi
ed a
nd e
ffect
ive
teac
hers
(HQ
ETs)
and
hig
hly
effec
tive
prin
cipa
ls (H
EPs)
•
Num
ber a
nd p
erce
ntag
e of
stud
ents
taki
ng ri
goro
us a
nd a
dvan
ced
cour
ses,
disa
ggre
gate
d an
d re
port
ed b
y cu
rren
t NC
LB su
bgro
ups
•
Atte
ndan
ce ra
tes f
or e
lem
enta
ry sc
hool
s
•
The
num
ber o
f HQ
ETs,
repo
rted
by
the
insti
tutio
ns o
f hig
her e
duca
tion
or
alte
rnat
ive
cert
ifica
tion
prog
ram
s the
y at
tend
ed
Stat
es w
ould
be
requ
ired
to re
port
this
info
rmat
ion
in a
form
at th
at is
eas
ily a
cces
sible
an
d un
ders
tand
able
to p
aren
ts an
d ta
xpay
ers.
Exist
ing
grad
uatio
n ra
te d
ata
wou
ld b
e re
quire
d to
be
repo
rted
in a
disa
ggre
gate
d m
anne
r (by
subg
roup
s for
AYP
pur
pose
s).
198 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children
Rec
om
men
dati
ons
for
Dri
ving
Pro
gres
s Thr
oug
h R
elia
ble,
Acc
urat
e D
ata
Issu
eC
urre
nt S
tatu
te/R
egul
atio
nR
eco
mm
enda
tio
n
Long
itudi
nal d
ata
syste
ms n
eces
sary
for
valu
e-ad
ded
mea
sure
s fo
r tea
cher
s and
gr
owth
mod
els
for s
tude
nts
Ther
e is
no su
ch re
quire
men
t to
deve
lop
such
syste
ms,
alth
ough
the
Educ
atio
n Sc
ienc
es R
efor
m A
ct o
f 200
2 in
clud
ed a
gra
nt p
rogr
am to
fund
the
deve
lopm
ent
and
impl
emen
tatio
n of
long
itudi
nal d
ata
syste
ms.
This
prog
ram
has
issu
ed 1
4 gr
ants
to st
ates
in th
e pa
st ye
ar.
Stat
es, w
ithin
four
yea
rs o
f ena
ctm
ent o
f a re
auth
orize
d N
CLB
(by
the
year
201
2),
wou
ld b
e re
quire
d to
dev
elop
and
impl
emen
t a lo
ngitu
dina
l dat
a sy
stem
cap
able
of
valu
e-ad
ded
and
grow
th m
odel
cal
cula
tions
.
Such
dat
a sy
stem
s wou
ld h
ave
to e
nsur
e:
•
Priv
acy
prot
ectio
n fo
r stu
dent
reco
rds
•
Effec
tive
data
arc
hite
ctur
e an
d w
areh
ousin
g
•
Inte
rope
rabi
lity
amon
g so
ftwar
e in
terfa
ces
•
Inte
rope
rabi
lity
amon
g sta
tes a
nd th
e sy
stem
link
ing
mig
rant
stud
ent r
ecor
ds
requ
ired
unde
r Titl
e I,
Part
C
•
Elec
troni
c po
rtab
ility
of d
ata
and
reco
rds
•
Prof
essio
nal d
evel
opm
ent f
or th
ose
who
use
and
ope
rate
it
•
Rese
arch
er a
cces
s to
data
Com
pone
nts o
f a
long
itudi
nal
data
syste
m
No
such
pro
visio
n.Th
e fo
llow
ing
data
ele
men
ts w
ould
be
requ
ired
to b
e de
velo
ped:
•
A un
ique
stat
ewid
e stu
dent
iden
tifier
•
Stud
ent e
nrol
lmen
t, de
mog
raph
ic a
nd p
rogr
am p
artic
ipat
ion
info
rmat
ion
•
Abili
ty to
mat
ch in
divi
dual
stud
ents’
test
reco
rds f
rom
yea
r to
year
•
Info
rmat
ion
on u
ntes
ted
stude
nts
•
Stud
ent g
radu
atio
n an
d dr
opou
t dat
a
•
A sta
tew
ide
audi
t sys
tem
•
A te
ache
r ide
ntifi
er sy
stem
•
Stud
ent t
rans
crip
t inf
orm
atio
n
Stat
es w
ith d
ata
syste
ms o
pera
ting
befo
re re
auth
oriza
tion
of N
CLB
No
such
pro
visio
n.St
ates
that
wer
e us
ing
grow
th m
odel
or v
alue
-add
ed d
ata
syste
ms b
efor
e th
e en
actm
ent o
f a re
auth
orize
d N
CLB
wou
ld b
e pe
rmitt
ed to
use
such
syste
ms i
f the
y m
eet t
he re
quire
d da
ta e
lem
ents
desc
ribed
abo
ve. S
tate
s wou
ld h
ave
to d
emon
strat
e ho
w su
ch e
xisti
ng sy
stem
s can
mee
t sta
tuto
ry re
quire
men
ts. S
tate
s tha
t hav
e de
mon
strat
ed th
at th
eir e
xisti
ng sy
stem
s mee
t req
uire
d sp
ecifi
catio
ns c
an a
cces
s fo
rmul
a gr
ant f
unds
(see
Com
miss
ion
reco
mm
enda
tion
belo
w) o
nly
for p
rofe
ssio
nal
deve
lopm
ent f
or th
ose
usin
g th
e sy
stem
.
Reso
urce
s for
dat
a sy
stem
dev
elop
men
tTh
e In
stitu
te o
f Edu
catio
n Sc
ienc
es (I
ES) a
t the
U
.S. D
epar
tmen
t of E
duca
tion
(U.S
. DO
E)
adm
inist
ers a
smal
l ($2
5 m
illio
n in
FY
2006
) co
mpe
titiv
e gr
ant t
o sta
tes f
or th
e de
velo
pmen
t of
long
itudi
nal d
ata
syste
ms.
Four
teen
stat
es w
ere
awar
ded
gran
ts un
der t
his p
rogr
am in
Nov
embe
r 20
05. A
dditi
onal
stat
es a
re li
kely
to re
ceiv
e gr
ant
fund
ing
in th
e up
com
ing
mon
ths.
Build
ing
on th
e IE
S pr
ogra
m, a
form
ula
gran
t pro
gram
, aut
horiz
ed a
t $10
0 m
illio
n an
nual
ly fr
om fi
scal
yea
rs 2
009
thro
ugh
2012
, wou
ld b
e es
tabl
ished
to a
ssist
stat
es
in th
e de
velo
pmen
t, im
plem
enta
tion
and
ongo
ing
supp
ort (
incl
udin
g pr
ofes
siona
l de
velo
pmen
t for
thos
e w
ho o
pera
te a
nd u
se su
ch sy
stem
) of t
hese
dat
a sy
stem
s.
Appl
icat
ions
for a
ssist
ance
und
er th
is pr
ogra
m w
ould
be
requ
ired
to g
o th
roug
h a
peer
re
view
pro
cess
for a
ppro
val o
f gra
nt fu
nds.
The
peer
revi
ew p
roce
ss w
ould
ens
ure
that
th
e sta
te’s
prop
osed
dat
a sy
stem
wou
ld b
e re
liabl
e an
d ac
cura
te fo
r pur
pose
s req
uire
d in
reau
thor
ized
NC
LB.
Cer
tifica
tion
of
data
syste
ms
No
such
pro
visio
n.St
ates
mus
t sub
mit
an a
udit
repo
rt p
rodu
ced
by a
n in
depe
nden
t ent
ity to
the
U.S
. D
OE
atte
sting
that
the
data
syste
m d
evel
oped
by
the
state
is:
•
Cap
able
of p
rodu
cing
val
id a
nd re
liabl
e re
sults
•
Mee
ts th
e re
quire
men
ts of
the
statu
te
Such
repo
rts w
ould
be
requ
ired
only
whe
n a
state
’s da
ta sy
stem
is d
evel
oped
and
read
y fo
r im
plem
enta
tion.
Sta
tes w
ith e
xisti
ng d
ata
syste
ms w
ould
subm
it th
is re
port
bef
ore
usin
g th
eir d
ata
syste
m to
mea
sure
stud
ent a
cade
mic
gro
wth
and
per
form
teac
her
eval
uatio
ns u
nder
a re
auth
orize
d N
CLB
.
199Recommendation Tables: Driving Progress Through Reliable, Accurate Data
Issu
eC
urre
nt S
tatu
te/R
egul
atio
nR
eco
mm
enda
tio
n
Long
itudi
nal d
ata
syste
ms n
eces
sary
for
valu
e-ad
ded
mea
sure
s fo
r tea
cher
s and
gr
owth
mod
els
for s
tude
nts
Ther
e is
no su
ch re
quire
men
t to
deve
lop
such
syste
ms,
alth
ough
the
Educ
atio
n Sc
ienc
es R
efor
m A
ct o
f 200
2 in
clud
ed a
gra
nt p
rogr
am to
fund
the
deve
lopm
ent
and
impl
emen
tatio
n of
long
itudi
nal d
ata
syste
ms.
This
prog
ram
has
issu
ed 1
4 gr
ants
to st
ates
in th
e pa
st ye
ar.
Stat
es, w
ithin
four
yea
rs o
f ena
ctm
ent o
f a re
auth
orize
d N
CLB
(by
the
year
201
2),
wou
ld b
e re
quire
d to
dev
elop
and
impl
emen
t a lo
ngitu
dina
l dat
a sy
stem
cap
able
of
valu
e-ad
ded
and
grow
th m
odel
cal
cula
tions
.
Such
dat
a sy
stem
s wou
ld h
ave
to e
nsur
e:
•
Priv
acy
prot
ectio
n fo
r stu
dent
reco
rds
•
Effec
tive
data
arc
hite
ctur
e an
d w
areh
ousin
g
•
Inte
rope
rabi
lity
amon
g so
ftwar
e in
terfa
ces
•
Inte
rope
rabi
lity
amon
g sta
tes a
nd th
e sy
stem
link
ing
mig
rant
stud
ent r
ecor
ds
requ
ired
unde
r Titl
e I,
Part
C
•
Elec
troni
c po
rtab
ility
of d
ata
and
reco
rds
•
Prof
essio
nal d
evel
opm
ent f
or th
ose
who
use
and
ope
rate
it
•
Rese
arch
er a
cces
s to
data
Com
pone
nts o
f a
long
itudi
nal
data
syste
m
No
such
pro
visio
n.Th
e fo
llow
ing
data
ele
men
ts w
ould
be
requ
ired
to b
e de
velo
ped:
•
A un
ique
stat
ewid
e stu
dent
iden
tifier
•
Stud
ent e
nrol
lmen
t, de
mog
raph
ic a
nd p
rogr
am p
artic
ipat
ion
info
rmat
ion
•
Abili
ty to
mat
ch in
divi
dual
stud
ents’
test
reco
rds f
rom
yea
r to
year
•
Info
rmat
ion
on u
ntes
ted
stude
nts
•
Stud
ent g
radu
atio
n an
d dr
opou
t dat
a
•
A sta
tew
ide
audi
t sys
tem
•
A te
ache
r ide
ntifi
er sy
stem
•
Stud
ent t
rans
crip
t inf
orm
atio
n
Stat
es w
ith d
ata
syste
ms o
pera
ting
befo
re re
auth
oriza
tion
of N
CLB
No
such
pro
visio
n.St
ates
that
wer
e us
ing
grow
th m
odel
or v
alue
-add
ed d
ata
syste
ms b
efor
e th
e en
actm
ent o
f a re
auth
orize
d N
CLB
wou
ld b
e pe
rmitt
ed to
use
such
syste
ms i
f the
y m
eet t
he re
quire
d da
ta e
lem
ents
desc
ribed
abo
ve. S
tate
s wou
ld h
ave
to d
emon
strat
e ho
w su
ch e
xisti
ng sy
stem
s can
mee
t sta
tuto
ry re
quire
men
ts. S
tate
s tha
t hav
e de
mon
strat
ed th
at th
eir e
xisti
ng sy
stem
s mee
t req
uire
d sp
ecifi
catio
ns c
an a
cces
s fo
rmul
a gr
ant f
unds
(see
Com
miss
ion
reco
mm
enda
tion
belo
w) o
nly
for p
rofe
ssio
nal
deve
lopm
ent f
or th
ose
usin
g th
e sy
stem
.
Reso
urce
s for
dat
a sy
stem
dev
elop
men
tTh
e In
stitu
te o
f Edu
catio
n Sc
ienc
es (I
ES) a
t the
U
.S. D
epar
tmen
t of E
duca
tion
(U.S
. DO
E)
adm
inist
ers a
smal
l ($2
5 m
illio
n in
FY
2006
) co
mpe
titiv
e gr
ant t
o sta
tes f
or th
e de
velo
pmen
t of
long
itudi
nal d
ata
syste
ms.
Four
teen
stat
es w
ere
awar
ded
gran
ts un
der t
his p
rogr
am in
Nov
embe
r 20
05. A
dditi
onal
stat
es a
re li
kely
to re
ceiv
e gr
ant
fund
ing
in th
e up
com
ing
mon
ths.
Build
ing
on th
e IE
S pr
ogra
m, a
form
ula
gran
t pro
gram
, aut
horiz
ed a
t $10
0 m
illio
n an
nual
ly fr
om fi
scal
yea
rs 2
009
thro
ugh
2012
, wou
ld b
e es
tabl
ished
to a
ssist
stat
es
in th
e de
velo
pmen
t, im
plem
enta
tion
and
ongo
ing
supp
ort (
incl
udin
g pr
ofes
siona
l de
velo
pmen
t for
thos
e w
ho o
pera
te a
nd u
se su
ch sy
stem
) of t
hese
dat
a sy
stem
s.
Appl
icat
ions
for a
ssist
ance
und
er th
is pr
ogra
m w
ould
be
requ
ired
to g
o th
roug
h a
peer
re
view
pro
cess
for a
ppro
val o
f gra
nt fu
nds.
The
peer
revi
ew p
roce
ss w
ould
ens
ure
that
th
e sta
te’s
prop
osed
dat
a sy
stem
wou
ld b
e re
liabl
e an
d ac
cura
te fo
r pur
pose
s req
uire
d in
reau
thor
ized
NC
LB.
Cer
tifica
tion
of
data
syste
ms
No
such
pro
visio
n.St
ates
mus
t sub
mit
an a
udit
repo
rt p
rodu
ced
by a
n in
depe
nden
t ent
ity to
the
U.S
. D
OE
atte
sting
that
the
data
syste
m d
evel
oped
by
the
state
is:
•
Cap
able
of p
rodu
cing
val
id a
nd re
liabl
e re
sults
•
Mee
ts th
e re
quire
men
ts of
the
statu
te
Such
repo
rts w
ould
be
requ
ired
only
whe
n a
state
’s da
ta sy
stem
is d
evel
oped
and
read
y fo
r im
plem
enta
tion.
Sta
tes w
ith e
xisti
ng d
ata
syste
ms w
ould
subm
it th
is re
port
bef
ore
usin
g th
eir d
ata
syste
m to
mea
sure
stud
ent a
cade
mic
gro
wth
and
per
form
teac
her
eval
uatio
ns u
nder
a re
auth
orize
d N
CLB
.
200 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children
Rec
om
men
dati
ons
for
Add
itio
nal E
lem
ents
of a
Hig
h-A
chie
ving
Sys
tem
Issu
eC
urre
nt S
tatu
te/R
egul
atio
nR
eco
mm
enda
tio
n
Form
ula
gran
ts
Secti
on 3
001(
b)
Cur
rent
law
pro
vide
s tw
o str
uctu
res f
or fu
ndin
g of
Ti
tle II
I dep
endi
ng o
n th
e le
vel o
f app
ropr
iatio
ns.
Whe
n to
tal T
itle
III f
undi
ng is
equ
al to
or e
xcee
ds
$650
mill
ion,
fund
ing
is al
loca
ted
thro
ugh
the
state
an
d lo
cal f
orm
ula
gran
t str
uctu
re. I
f app
ropr
iatio
ns
are
less
than
$65
0 m
illio
n, fu
ndin
g is
prov
ided
th
roug
h a
struc
ture
sim
ilar t
o a
proc
ess t
hat w
as in
pl
ace
befo
re N
CLB
that
offe
red
com
petit
ive
gran
ts to
sta
tes,
distr
icts
and
insti
tutio
ns o
f hig
her e
duca
tion.
Elim
inat
e th
e co
mpe
titiv
e gr
ant s
truc
ture
and
the
$650
mill
ion
requ
irem
ent f
or T
itle
III f
undi
ng to
be
allo
cate
d th
roug
h th
e cu
rren
t for
mul
a pr
ovisi
ons.
Stat
es’ E
nglis
h la
ngua
ge p
rofic
ienc
y sta
ndar
ds,
asse
ssm
ents
and
annu
al m
easu
rabl
e ac
hiev
emen
t ob
ject
ives
(AM
AOs)
Secti
on 3
113(
b)(2
)
Und
er T
itle
III,
state
s are
requ
ired
to e
stabl
ish E
nglis
h la
ngua
ge p
rofic
ienc
y sta
ndar
ds, E
nglis
h la
ngua
ge
profi
cien
cy a
sses
smen
ts an
d AM
AOs.
AMAO
s are
us
ed to
dem
onstr
ate
annu
al in
crea
ses i
n th
e nu
mbe
r or
per
cent
age
of E
nglis
h la
ngua
ge le
arne
rs w
ho m
ake
prog
ress
in le
arni
ng E
nglis
h an
d m
ake
adeq
uate
yea
rly
prog
ress
(AYP
).
Requ
ire th
e U
.S. D
epar
tmen
t of E
duca
tion
(U.S
. DO
E) to
with
hold
25
perc
ent
of a
stat
e’s T
itle
III a
dmin
istra
tive
fund
ing
if a
state
has
not
fully
dev
elop
ed a
nd
impl
emen
ted
Engl
ish la
ngua
ge p
rofic
ienc
y sta
ndar
ds a
nd a
sses
smen
ts an
d AM
AOs
one
year
afte
r the
ena
ctm
ent o
f a re
auth
orize
d N
CLB
.
Alte
rnat
e as
sess
men
t fo
r Eng
lish
lang
uage
lear
ners
No
such
pro
visio
n.St
ates
wou
ld b
e pe
rmitt
ed, b
ut n
ot re
quire
d, to
dev
elop
an
alte
rnat
e as
sess
men
t for
us
e in
det
erm
inin
g fo
r AYP
pur
pose
s the
aca
dem
ic p
rofic
ienc
y of
Eng
lish
lang
uage
le
arne
rs w
ho h
ave
been
in U
.S. s
choo
ls fo
r les
s tha
n th
ree
year
s. Th
is as
sess
men
t w
ould
be
alig
ned
with
the
acad
emic
con
tent
and
ach
ieve
men
t sta
ndar
ds re
quire
d un
der T
itle
I, as
wel
l as t
he E
nglis
h la
ngua
ge p
rofic
ienc
y sta
ndar
ds e
stabl
ished
und
er
Title
III.
To d
evel
op th
ese
asse
ssm
ents,
stat
es w
ould
be
perm
itted
to u
se th
e fu
nds
appr
opria
ted
for t
he im
prov
emen
t of a
sses
smen
ts (fo
rmer
ly th
e de
velo
pmen
t of
annu
al a
sses
smen
ts) u
nder
Titl
e I.
Com
mon
defi
nitio
n of
an
Engl
ish
lang
uage
lear
ner
Cur
rent
law
incl
udes
a d
efini
tion
of a
n En
glish
la
ngua
ge le
arne
r. H
owev
er, t
his d
efini
tion
has b
een
impl
emen
ted
in a
diff
eren
t man
ner i
n ea
ch st
ate.
An
Eng
lish
lang
uage
lear
ner i
n on
e sta
te m
ay n
ot
be c
lass
ified
as s
uch
in a
noth
er st
ate,
esp
ecia
lly w
ith
rega
rd to
the
leve
l of E
nglis
h pr
ofici
ency
a st
uden
t is
expe
cted
to a
ttain
.
Requ
ire th
e U
.S. D
OE
to p
rodu
ce a
com
mon
scal
e th
at w
ould
allo
w c
ompa
rison
s am
ong
state
s of t
he le
vel o
f Eng
lish
profi
cien
cy re
quire
d to
be
clas
sified
as a
n En
glish
la
ngua
ge le
arne
r. Th
e U
.S. S
ecre
tary
of E
duca
tion
wou
ld b
e re
quire
d to
set a
scor
e on
th
e sc
ale
as th
e le
vel n
eces
sary
to b
e de
signa
ted
as a
n En
glish
lang
uage
lear
ner.
The
resu
lts o
f the
scal
e w
ould
rem
ove
som
e ch
ildre
n fro
m th
e ca
tego
ry o
f Eng
lish
lang
uage
le
arne
rs fo
r the
pur
pose
s of A
YP, w
ithin
and
acr
oss s
tate
s.
Endo
rsem
ent f
or
instr
uctio
n of
Eng
lish
lang
uage
lear
ners
No
such
pro
visio
n.St
ates
wou
ld b
e re
quire
d to
esta
blish
an
endo
rsem
ent f
or p
rovi
ding
instr
uctio
n fo
r En
glish
lang
uage
lear
ners
. This
endo
rsem
ent w
ould
requ
ire m
aste
ry o
f the
cor
e co
mpe
tenc
ies a
nd sk
ills n
eces
sary
to p
rovi
de e
ffect
ive
instr
uctio
n to
Eng
lish
lang
uage
lear
ners
.
Teac
hers
wou
ld b
e re
quire
d to
obt
ain
this
endo
rsem
ent i
f the
y w
ere
notifi
ed b
y th
eir s
choo
l dist
rict t
hat t
hey
wou
ld b
e sp
endi
ng m
ore
than
25
perc
ent o
f the
ir tim
e te
achi
ng E
nglis
h la
ngua
ge le
arne
rs. S
choo
l dist
ricts
wou
ld b
e re
quire
d to
not
ify
teac
hers
of t
his r
equi
rem
ent b
efor
e th
e en
d of
the
prev
ious
scho
ol y
ear,
or u
pon
hirin
g th
e te
ache
r, w
hich
ever
is e
arlie
r.
Impr
ovem
ent o
f ear
ly
child
hood
edu
catio
nN
o su
ch p
rovi
sion.
Auth
orize
scho
ol d
istric
ts un
der T
itle
I to
cond
uct d
evel
opm
enta
l scr
eens
and
as
sess
men
ts of
pre
scho
ol a
nd k
inde
rgar
ten
stude
nts t
hat a
re d
eter
min
ed to
be
valid
, re
liabl
e an
d ap
prop
riate
for t
he e
arly
-chi
ldho
od p
opul
atio
n. Th
ese
deve
lopm
enta
l sc
reen
s and
ass
essm
ents
wou
ld d
o th
e fo
llow
ing:
•
Iden
tify
whi
ch in
struc
tiona
l int
erve
ntio
ns a
re n
eces
sary
in th
e ar
eas o
f pr
e-lit
erac
y an
d pr
e-nu
mer
ical
skill
s for
a n
ew c
ohor
t of p
resc
hool
or
kind
erga
rten
stud
ents
•
Impr
ove
instr
uctio
n an
d se
rvic
es b
eing
offe
red
to p
resc
hool
and
ki
nder
gart
en st
uden
ts
•
Iden
tify
whe
ther
dia
gnos
tic a
sses
smen
ts ar
e ne
eded
to d
eter
min
e in
terv
entio
ns,
incl
udin
g th
e ar
eas o
f lite
racy
and
mat
hem
atic
s
The
resu
lts o
f the
se sc
reen
s and
ass
essm
ents
shal
l be
used
for i
mpr
ovin
g in
struc
tion
and
serv
ices
, and
shal
l not
be
used
for a
ccou
ntab
ility
-bas
ed d
ecisi
ons f
or st
uden
ts,
scho
ols o
r dist
ricts.
Elem
enta
ry sc
hool
s ide
ntifi
ed fo
r sch
ool i
mpr
ovem
ent (
not m
akin
g AY
P fo
r tw
o co
nsec
utiv
e ye
ars)
are
requ
ired
to a
dmin
ister
thes
e de
velo
pmen
tal s
cree
ns a
nd
asse
ssm
ents
in p
resc
hool
and
kin
derg
arte
n. If
a sc
hool
doe
s not
hav
e pr
esch
ool o
r ki
nder
gart
en, t
hese
scre
ens a
nd a
sses
smen
ts w
ould
be
requ
ired
to b
e ad
min
ister
ed
befo
re a
nd d
urin
g en
tran
ce in
to th
e ea
rlies
t gra
de o
ffere
d by
the
scho
ol.
201Recommendation Tables: Additional Elements of a High-Achieving System
Issu
eC
urre
nt S
tatu
te/R
egul
atio
nR
eco
mm
enda
tio
n
Form
ula
gran
ts
Secti
on 3
001(
b)
Cur
rent
law
pro
vide
s tw
o str
uctu
res f
or fu
ndin
g of
Ti
tle II
I dep
endi
ng o
n th
e le
vel o
f app
ropr
iatio
ns.
Whe
n to
tal T
itle
III f
undi
ng is
equ
al to
or e
xcee
ds
$650
mill
ion,
fund
ing
is al
loca
ted
thro
ugh
the
state
an
d lo
cal f
orm
ula
gran
t str
uctu
re. I
f app
ropr
iatio
ns
are
less
than
$65
0 m
illio
n, fu
ndin
g is
prov
ided
th
roug
h a
struc
ture
sim
ilar t
o a
proc
ess t
hat w
as in
pl
ace
befo
re N
CLB
that
offe
red
com
petit
ive
gran
ts to
sta
tes,
distr
icts
and
insti
tutio
ns o
f hig
her e
duca
tion.
Elim
inat
e th
e co
mpe
titiv
e gr
ant s
truc
ture
and
the
$650
mill
ion
requ
irem
ent f
or T
itle
III f
undi
ng to
be
allo
cate
d th
roug
h th
e cu
rren
t for
mul
a pr
ovisi
ons.
Stat
es’ E
nglis
h la
ngua
ge p
rofic
ienc
y sta
ndar
ds,
asse
ssm
ents
and
annu
al m
easu
rabl
e ac
hiev
emen
t ob
ject
ives
(AM
AOs)
Secti
on 3
113(
b)(2
)
Und
er T
itle
III,
state
s are
requ
ired
to e
stabl
ish E
nglis
h la
ngua
ge p
rofic
ienc
y sta
ndar
ds, E
nglis
h la
ngua
ge
profi
cien
cy a
sses
smen
ts an
d AM
AOs.
AMAO
s are
us
ed to
dem
onstr
ate
annu
al in
crea
ses i
n th
e nu
mbe
r or
per
cent
age
of E
nglis
h la
ngua
ge le
arne
rs w
ho m
ake
prog
ress
in le
arni
ng E
nglis
h an
d m
ake
adeq
uate
yea
rly
prog
ress
(AYP
).
Requ
ire th
e U
.S. D
epar
tmen
t of E
duca
tion
(U.S
. DO
E) to
with
hold
25
perc
ent
of a
stat
e’s T
itle
III a
dmin
istra
tive
fund
ing
if a
state
has
not
fully
dev
elop
ed a
nd
impl
emen
ted
Engl
ish la
ngua
ge p
rofic
ienc
y sta
ndar
ds a
nd a
sses
smen
ts an
d AM
AOs
one
year
afte
r the
ena
ctm
ent o
f a re
auth
orize
d N
CLB
.
Alte
rnat
e as
sess
men
t fo
r Eng
lish
lang
uage
lear
ners
No
such
pro
visio
n.St
ates
wou
ld b
e pe
rmitt
ed, b
ut n
ot re
quire
d, to
dev
elop
an
alte
rnat
e as
sess
men
t for
us
e in
det
erm
inin
g fo
r AYP
pur
pose
s the
aca
dem
ic p
rofic
ienc
y of
Eng
lish
lang
uage
le
arne
rs w
ho h
ave
been
in U
.S. s
choo
ls fo
r les
s tha
n th
ree
year
s. Th
is as
sess
men
t w
ould
be
alig
ned
with
the
acad
emic
con
tent
and
ach
ieve
men
t sta
ndar
ds re
quire
d un
der T
itle
I, as
wel
l as t
he E
nglis
h la
ngua
ge p
rofic
ienc
y sta
ndar
ds e
stabl
ished
und
er
Title
III.
To d
evel
op th
ese
asse
ssm
ents,
stat
es w
ould
be
perm
itted
to u
se th
e fu
nds
appr
opria
ted
for t
he im
prov
emen
t of a
sses
smen
ts (fo
rmer
ly th
e de
velo
pmen
t of
annu
al a
sses
smen
ts) u
nder
Titl
e I.
Com
mon
defi
nitio
n of
an
Engl
ish
lang
uage
lear
ner
Cur
rent
law
incl
udes
a d
efini
tion
of a
n En
glish
la
ngua
ge le
arne
r. H
owev
er, t
his d
efini
tion
has b
een
impl
emen
ted
in a
diff
eren
t man
ner i
n ea
ch st
ate.
An
Eng
lish
lang
uage
lear
ner i
n on
e sta
te m
ay n
ot
be c
lass
ified
as s
uch
in a
noth
er st
ate,
esp
ecia
lly w
ith
rega
rd to
the
leve
l of E
nglis
h pr
ofici
ency
a st
uden
t is
expe
cted
to a
ttain
.
Requ
ire th
e U
.S. D
OE
to p
rodu
ce a
com
mon
scal
e th
at w
ould
allo
w c
ompa
rison
s am
ong
state
s of t
he le
vel o
f Eng
lish
profi
cien
cy re
quire
d to
be
clas
sified
as a
n En
glish
la
ngua
ge le
arne
r. Th
e U
.S. S
ecre
tary
of E
duca
tion
wou
ld b
e re
quire
d to
set a
scor
e on
th
e sc
ale
as th
e le
vel n
eces
sary
to b
e de
signa
ted
as a
n En
glish
lang
uage
lear
ner.
The
resu
lts o
f the
scal
e w
ould
rem
ove
som
e ch
ildre
n fro
m th
e ca
tego
ry o
f Eng
lish
lang
uage
le
arne
rs fo
r the
pur
pose
s of A
YP, w
ithin
and
acr
oss s
tate
s.
Endo
rsem
ent f
or
instr
uctio
n of
Eng
lish
lang
uage
lear
ners
No
such
pro
visio
n.St
ates
wou
ld b
e re
quire
d to
esta
blish
an
endo
rsem
ent f
or p
rovi
ding
instr
uctio
n fo
r En
glish
lang
uage
lear
ners
. This
endo
rsem
ent w
ould
requ
ire m
aste
ry o
f the
cor
e co
mpe
tenc
ies a
nd sk
ills n
eces
sary
to p
rovi
de e
ffect
ive
instr
uctio
n to
Eng
lish
lang
uage
lear
ners
.
Teac
hers
wou
ld b
e re
quire
d to
obt
ain
this
endo
rsem
ent i
f the
y w
ere
notifi
ed b
y th
eir s
choo
l dist
rict t
hat t
hey
wou
ld b
e sp
endi
ng m
ore
than
25
perc
ent o
f the
ir tim
e te
achi
ng E
nglis
h la
ngua
ge le
arne
rs. S
choo
l dist
ricts
wou
ld b
e re
quire
d to
not
ify
teac
hers
of t
his r
equi
rem
ent b
efor
e th
e en
d of
the
prev
ious
scho
ol y
ear,
or u
pon
hirin
g th
e te
ache
r, w
hich
ever
is e
arlie
r.
Impr
ovem
ent o
f ear
ly
child
hood
edu
catio
nN
o su
ch p
rovi
sion.
Auth
orize
scho
ol d
istric
ts un
der T
itle
I to
cond
uct d
evel
opm
enta
l scr
eens
and
as
sess
men
ts of
pre
scho
ol a
nd k
inde
rgar
ten
stude
nts t
hat a
re d
eter
min
ed to
be
valid
, re
liabl
e an
d ap
prop
riate
for t
he e
arly
-chi
ldho
od p
opul
atio
n. Th
ese
deve
lopm
enta
l sc
reen
s and
ass
essm
ents
wou
ld d
o th
e fo
llow
ing:
•
Iden
tify
whi
ch in
struc
tiona
l int
erve
ntio
ns a
re n
eces
sary
in th
e ar
eas o
f pr
e-lit
erac
y an
d pr
e-nu
mer
ical
skill
s for
a n
ew c
ohor
t of p
resc
hool
or
kind
erga
rten
stud
ents
•
Impr
ove
instr
uctio
n an
d se
rvic
es b
eing
offe
red
to p
resc
hool
and
ki
nder
gart
en st
uden
ts
•
Iden
tify
whe
ther
dia
gnos
tic a
sses
smen
ts ar
e ne
eded
to d
eter
min
e in
terv
entio
ns,
incl
udin
g th
e ar
eas o
f lite
racy
and
mat
hem
atic
s
The
resu
lts o
f the
se sc
reen
s and
ass
essm
ents
shal
l be
used
for i
mpr
ovin
g in
struc
tion
and
serv
ices
, and
shal
l not
be
used
for a
ccou
ntab
ility
-bas
ed d
ecisi
ons f
or st
uden
ts,
scho
ols o
r dist
ricts.
Elem
enta
ry sc
hool
s ide
ntifi
ed fo
r sch
ool i
mpr
ovem
ent (
not m
akin
g AY
P fo
r tw
o co
nsec
utiv
e ye
ars)
are
requ
ired
to a
dmin
ister
thes
e de
velo
pmen
tal s
cree
ns a
nd
asse
ssm
ents
in p
resc
hool
and
kin
derg
arte
n. If
a sc
hool
doe
s not
hav
e pr
esch
ool o
r ki
nder
gart
en, t
hese
scre
ens a
nd a
sses
smen
ts w
ould
be
requ
ired
to b
e ad
min
ister
ed
befo
re a
nd d
urin
g en
tran
ce in
to th
e ea
rlies
t gra
de o
ffere
d by
the
scho
ol.
202 Beyond NCLB: Fulfilling the Promise to Our Nation’s Children
Issu
eC
urre
nt S
tatu
te/R
egul
atio
nR
eco
mm
enda
tio
n
Mig
rant
stud
ent
reco
rds
Secti
on 1
308
Title
I, P
art C
, of N
CLB
requ
ires t
he U
.S. S
ecre
tary
of
Educ
atio
n to
ens
ure
the
linka
ge o
f sys
tem
s esta
blish
ed
or u
sed
by st
ates
to e
lect
roni
cally
exc
hang
e he
alth
and
ed
ucat
iona
l inf
orm
atio
n on
mig
rant
stud
ents.
Nea
rly
all s
tate
s use
one
of fi
ve d
iffer
ent s
yste
ms.
The
U.S
. D
OE
rece
ntly
ann
ounc
ed th
e aw
ardi
ng o
f a c
ontr
act
to a
com
pany
to li
nk st
ates
’ exi
sting
syste
ms.
This
cont
ract
is re
port
ed to
requ
ire th
at th
e sy
stem
be
in
plac
e w
ithin
12
mon
ths.
Und
er th
e sta
tute
, the
Sec
reta
ry is
also
requ
ired
to
deve
lop
the
min
imum
dat
a el
emen
ts ne
cess
ary
for
mig
rant
stud
ent r
ecor
d sy
stem
s. Th
ese
min
imum
dat
a el
emen
ts w
ere
publ
ished
by
the
Secr
etar
y in
200
3 an
d ha
ve si
nce
been
refin
ed.
Repl
ace
the
requ
irem
ent t
o “e
nsur
e” li
nkag
es w
ith a
requ
irem
ent t
hat r
ecog
nize
s th
at th
e Se
cret
ary
has d
evel
oped
and
impl
emen
ted
(thro
ugh
a co
ntra
ct) a
n op
erat
ing
syste
m fo
r lin
king
mig
rant
stud
ent r
ecor
ds b
y th
e da
te o
f ena
ctm
ent o
f a re
auth
orize
d N
CLB
. The
Secr
etar
y w
ould
be
requ
ired
to c
ontin
ue to
ope
rate
the
syste
m.
Requ
ire th
e Se
cret
ary
to p
rodu
ce b
iann
ual r
epor
ts to
Con
gres
s on
the
oper
atio
n of
th
is lin
kage
syste
m. Th
ese
repo
rts s
hall
incl
ude
reco
mm
enda
tions
for i
mpr
ovem
ents
to th
e sy
stem
. Thes
e re
com
men
datio
ns sh
all b
e re
quire
d to
be
inco
rpor
ated
into
any
co
ntra
ct p
erta
inin
g to
the
linka
ge sy
stem
.
Prio
rity
for s
ervi
ces
Secti
on 1
304(
d)
Und
er c
urre
nt la
w, p
riorit
y in
the
prov
ision
of s
ervi
ces
to m
igra
nt c
hild
ren
is gi
ven
to th
ose
who
are
at r
isk
of n
ot m
eetin
g sta
te st
anda
rds a
nd w
hose
“edu
catio
n ha
s bee
n in
terr
upte
d du
ring
the
scho
ol y
ear.”
Ther
e ha
s bee
n sig
nific
ant c
onfu
sion
over
the
mea
ning
of
the
requ
irem
ent t
o pr
iorit
ize se
rvic
es to
mig
rant
ch
ildre
n w
ho h
ave
had
thei
r edu
catio
n in
terr
upte
d.
Beca
use
mig
rant
chi
ldre
n ar
e by
defi
nitio
n a
mob
ile
popu
latio
n, th
e ed
ucat
iona
l ser
vice
s the
y re
ceiv
e ar
e of
ten
“int
erru
pted
.”
Mai
ntai
n th
e fir
st ha
lf of
the
prio
rity
of se
rvic
es fo
r mig
rant
chi
ldre
n at
risk
of n
ot
mee
ting
state
stan
dard
s. Re
plac
e se
cond
hal
f of t
he p
riorit
y of
serv
ices
(tho
se b
ased
on
inte
rrup
tion
of a
mig
rant
chi
ld’s
educ
atio
n) b
y pr
ovid
ing
two
situa
tions
that
wou
ld
signa
l prio
rity
for s
ervi
ces:
•
The
mig
rant
chi
ld’s
frequ
ency
of m
obili
ty
•
The
mig
rant
chi
ld is
det
erm
ined
to b
e a
child
with
a d
isabi
lity
unde
r the
In
divi
dual
s with
Disa
bilit
ies E
duca
tion
Act (
IDEA
)
Mig
rant
chi
ldre
n w
ho a
re b
oth
at ri
sk o
f not
mee
ting
state
stan
dard
s and
mee
t one
or
both
of t
he si
tuat
ions
des
crib
ed a
bove
wou
ld re
ceiv
e pr
iorit
y fo
r ser
vice
s.
Eval
uatio
n of
mig
rant
ch
ildre
n fo
r spe
cial
ed
ucat
ion
and
rela
ted
serv
ices
No
such
pro
visio
n.St
ates
, as a
con
ditio
n of
rece
ivin
g M
igra
nt E
duca
tion
Prog
ram
(MEP
) fun
ding
, wou
ld
be re
quire
d to
dem
onstr
ate
that
they
are
com
plyi
ng w
ith th
e ch
ild fi
nd a
nd e
valu
atio
n re
quire
men
ts of
IDEA
with
rega
rd to
mig
rant
chi
ldre
n.
Cou
ntin
g of
m
igra
nt c
hild
ren
Secti
on 1
303(
e)
Und
er c
urre
nt la
w, a
stat
e is
requ
ired
to re
port
the
num
ber o
f elig
ible
mig
rant
chi
ldre
n re
sidin
g in
that
sta
te o
n a
full-
and
par
t-tim
e ba
sis. Th
is co
unt i
s use
d to
det
erm
ine
form
ula
allo
catio
ns to
eac
h sta
te.
The
U.S
. DO
E In
spec
tor G
ener
al h
as a
udite
d se
vera
l sta
tes i
n th
e pa
st fe
w y
ears
and
foun
d th
at
they
hav
e sig
nific
antly
ove
rcou
nted
the
num
ber
of e
ligib
le m
igra
nt c
hild
ren.
This
over
coun
ting
is ty
pica
lly b
ecau
se o
f an
insu
ffici
ent s
yste
m a
nd
inad
equa
te fo
llow
-up
effor
ts to
get
an
accu
rate
cou
nt
and
the
misi
nter
pret
atio
n of
the
defin
ition
of a
n el
igib
le m
igra
nt c
hild
. The
statu
tory
defi
nitio
n of
a
mig
rant
chi
ld re
quire
s the
par
ents
of th
e ch
ild to
ha
ve m
oved
with
in th
e la
st 36
mon
ths “
in o
rder
to
obta
in te
mpo
rary
or s
easo
nal e
mpl
oym
ent.”
Som
e sta
tes,
incl
udin
g th
ose
that
hav
e be
en a
udite
d by
the
Insp
ecto
r Gen
eral
, hav
e be
en c
ount
ing
child
ren
of
adul
ts w
ho h
ave
perm
anen
t job
s in
agric
ultu
re a
nd
othe
r ind
ustr
ies.
Stat
es w
ould
be
requ
ired
to su
bmit
docu
men
tatio
n of
the
accu
racy
of t
he m
igra
nt
stude
nt c
ount
they
subm
it to
the
U.S
. DO
E. Th
e U
.S. S
ecre
tary
of E
duca
tion
wou
ld
rand
omly
pic
k a
set n
umbe
r of s
tate
s eac
h ye
ar in
whi
ch to
do
a co
mpr
ehen
sive
audi
t of
the
stude
nt c
ount
syste
m u
sed
by th
e sta
te.
Inte
nt o
f par
ents
of
mig
rant
chi
ldre
n w
hen
seek
ing
empl
oym
ent
Secti
on 1
309(
2)
Und
er c
urre
nt la
w a
nd g
uida
nce
issue
d by
the
U.S
. D
OE,
mig
rant
wor
kers
mus
t hav
e or
igin
ally
inte
nded
to
wor
k in
an
area
of e
mpl
oym
ent i
dent
ified
in th
e sta
tute
as b
eing
tem
pora
ry o
r sea
sona
l. If
an in
divi
dual
m
oved
to a
com
mun
ity w
ith th
e in
tent
of w
orki
ng
in c
onstr
uctio
n—a
field
of e
mpl
oym
ent t
hat d
oes
not q
ualif
y an
indi
vidu
al a
s a m
igra
nt w
orke
r—bu
t th
at in
divi
dual
inste
ad to
ok a
job
in a
gric
ultu
re,
that
indi
vidu
al w
ould
not
(und
er th
e U
.S. D
OE’
s gu
idan
ce) b
e co
nsid
ered
a m
igra
nt w
orke
r. Be
caus
e th
e in
divi
dual
did
not
orig
inal
ly in
tend
to w
ork
in
an e
mpl
oym
ent fi
eld
that
wou
ld q
ualif
y hi
m o
r her
fo
r sta
tus a
s a m
igra
nt w
orke
r, th
at in
divi
dual
is n
ot
cons
ider
ed to
be
a m
igra
nt w
orke
r.
Mai
ntai
n re
quire
men
t tha
t wor
k of
par
ents
desig
nate
d as
mig
rant
s mus
t be
tem
pora
ry
and
seas
onal
. Mod
ify c
urre
nt la
w to
allo
w in
divi
dual
s to
qual
ify a
s mig
rant
wor
kers
(th
eref
ore
allo
win
g th
eir c
hild
ren
to q
ualif
y fo
r mig
rant
edu
catio
nal p
rogr
am se
rvic
es)
if th
ey a
re w
orki
ng in
an
empl
oym
ent fi
eld
that
qua
lifies
them
as m
igra
nt w
orke
rs,
rega
rdle
ss o
f the
ir or
igin
al in
tent
in se
ekin
g em
ploy
men
t.
Coo
rdin
atio
n of
MEP
w
ith p
rogr
ams a
t the
U
.S. D
epar
tmen
t of
Hea
lth a
nd H
uman
Se
rvic
es a
nd th
e U
.S. D
epar
tmen
t of
Lab
or se
rvin
g sim
ilar p
opul
atio
ns
No
such
pro
visio
n.Th
e U
.S. S
ecre
tary
of E
duca
tion
wou
ld b
e re
quire
d to
coo
rdin
ate
MEP
with
pro
gram
s at
the
U.S
. Dep
artm
ent o
f Hea
lth a
nd H
uman
Ser
vice
s and
the
U.S
. Dep
artm
ent
of L
abor
that
serv
e sim
ilar p
opul
atio
ns. Th
e D
epar
tmen
ts of
Hea
lth a
nd H
uman
Se
rvic
es a
nd L
abor
wou
ld a
lso b
e re
quire
d to
coo
rdin
ate
thei
r pro
gram
s with
the
MEP
pro
gram
.
203Recommendation Tables: Additional Elements of a High-Achieving System
Issu
eC
urre
nt S
tatu
te/R
egul
atio
nR
eco
mm
enda
tio
n
Mig
rant
stud
ent
reco
rds
Secti
on 1
308
Title
I, P
art C
, of N
CLB
requ
ires t
he U
.S. S
ecre
tary
of
Educ
atio
n to
ens
ure
the
linka
ge o
f sys
tem
s esta
blish
ed
or u
sed
by st
ates
to e
lect
roni
cally
exc
hang
e he
alth
and
ed
ucat
iona
l inf
orm
atio
n on
mig
rant
stud
ents.
Nea
rly
all s
tate
s use
one
of fi
ve d
iffer
ent s
yste
ms.
The
U.S
. D
OE
rece
ntly
ann
ounc
ed th
e aw
ardi
ng o
f a c
ontr
act
to a
com
pany
to li
nk st
ates
’ exi
sting
syste
ms.
This
cont
ract
is re
port
ed to
requ
ire th
at th
e sy
stem
be
in
plac
e w
ithin
12
mon
ths.
Und
er th
e sta
tute
, the
Sec
reta
ry is
also
requ
ired
to
deve
lop
the
min
imum
dat
a el
emen
ts ne
cess
ary
for
mig
rant
stud
ent r
ecor
d sy
stem
s. Th
ese
min
imum
dat
a el
emen
ts w
ere
publ
ished
by
the
Secr
etar
y in
200
3 an
d ha
ve si
nce
been
refin
ed.
Repl
ace
the
requ
irem
ent t
o “e
nsur
e” li
nkag
es w
ith a
requ
irem
ent t
hat r
ecog
nize
s th
at th
e Se
cret
ary
has d
evel
oped
and
impl
emen
ted
(thro
ugh
a co
ntra
ct) a
n op
erat
ing
syste
m fo
r lin
king
mig
rant
stud
ent r
ecor
ds b
y th
e da
te o
f ena
ctm
ent o
f a re
auth
orize
d N
CLB
. The
Secr
etar
y w
ould
be
requ
ired
to c
ontin
ue to
ope
rate
the
syste
m.
Requ
ire th
e Se
cret
ary
to p
rodu
ce b
iann
ual r
epor
ts to
Con
gres
s on
the
oper
atio
n of
th
is lin
kage
syste
m. Th
ese
repo
rts s
hall
incl
ude
reco
mm
enda
tions
for i
mpr
ovem
ents
to th
e sy
stem
. Thes
e re
com
men
datio
ns sh
all b
e re
quire
d to
be
inco
rpor
ated
into
any
co
ntra
ct p
erta
inin
g to
the
linka
ge sy
stem
.
Prio
rity
for s
ervi
ces
Secti
on 1
304(
d)
Und
er c
urre
nt la
w, p
riorit
y in
the
prov
ision
of s
ervi
ces
to m
igra
nt c
hild
ren
is gi
ven
to th
ose
who
are
at r
isk
of n
ot m
eetin
g sta
te st
anda
rds a
nd w
hose
“edu
catio
n ha
s bee
n in
terr
upte
d du
ring
the
scho
ol y
ear.”
Ther
e ha
s bee
n sig
nific
ant c
onfu
sion
over
the
mea
ning
of
the
requ
irem
ent t
o pr
iorit
ize se
rvic
es to
mig
rant
ch
ildre
n w
ho h
ave
had
thei
r edu
catio
n in
terr
upte
d.
Beca
use
mig
rant
chi
ldre
n ar
e by
defi
nitio
n a
mob
ile
popu
latio
n, th
e ed
ucat
iona
l ser
vice
s the
y re
ceiv
e ar
e of
ten
“int
erru
pted
.”
Mai
ntai
n th
e fir
st ha
lf of
the
prio
rity
of se
rvic
es fo
r mig
rant
chi
ldre
n at
risk
of n
ot
mee
ting
state
stan
dard
s. Re
plac
e se
cond
hal
f of t
he p
riorit
y of
serv
ices
(tho
se b
ased
on
inte
rrup
tion
of a
mig
rant
chi
ld’s
educ
atio
n) b
y pr
ovid
ing
two
situa
tions
that
wou
ld
signa
l prio
rity
for s
ervi
ces:
•
The
mig
rant
chi
ld’s
frequ
ency
of m
obili
ty
•
The
mig
rant
chi
ld is
det
erm
ined
to b
e a
child
with
a d
isabi
lity
unde
r the
In
divi
dual
s with
Disa
bilit
ies E
duca
tion
Act (
IDEA
)
Mig
rant
chi
ldre
n w
ho a
re b
oth
at ri
sk o
f not
mee
ting
state
stan
dard
s and
mee
t one
or
both
of t
he si
tuat
ions
des
crib
ed a
bove
wou
ld re
ceiv
e pr
iorit
y fo
r ser
vice
s.
Eval
uatio
n of
mig
rant
ch
ildre
n fo
r spe
cial
ed
ucat
ion
and
rela
ted
serv
ices
No
such
pro
visio
n.St
ates
, as a
con
ditio
n of
rece
ivin
g M
igra
nt E
duca
tion
Prog
ram
(MEP
) fun
ding
, wou
ld
be re
quire
d to
dem
onstr
ate
that
they
are
com
plyi
ng w
ith th
e ch
ild fi
nd a
nd e
valu
atio
n re
quire
men
ts of
IDEA
with
rega
rd to
mig
rant
chi
ldre
n.
Cou
ntin
g of
m
igra
nt c
hild
ren
Secti
on 1
303(
e)
Und
er c
urre
nt la
w, a
stat
e is
requ
ired
to re
port
the
num
ber o
f elig
ible
mig
rant
chi
ldre
n re
sidin
g in
that
sta
te o
n a
full-
and
par
t-tim
e ba
sis. Th
is co
unt i
s use
d to
det
erm
ine
form
ula
allo
catio
ns to
eac
h sta
te.
The
U.S
. DO
E In
spec
tor G
ener
al h
as a
udite
d se
vera
l sta
tes i
n th
e pa
st fe
w y
ears
and
foun
d th
at
they
hav
e sig
nific
antly
ove
rcou
nted
the
num
ber
of e
ligib
le m
igra
nt c
hild
ren.
This
over
coun
ting
is ty
pica
lly b
ecau
se o
f an
insu
ffici
ent s
yste
m a
nd
inad
equa
te fo
llow
-up
effor
ts to
get
an
accu
rate
cou
nt
and
the
misi
nter
pret
atio
n of
the
defin
ition
of a
n el
igib
le m
igra
nt c
hild
. The
statu
tory
defi
nitio
n of
a
mig
rant
chi
ld re
quire
s the
par
ents
of th
e ch
ild to
ha
ve m
oved
with
in th
e la
st 36
mon
ths “
in o
rder
to
obta
in te
mpo
rary
or s
easo
nal e
mpl
oym
ent.”
Som
e sta
tes,
incl
udin
g th
ose
that
hav
e be
en a
udite
d by
the
Insp
ecto
r Gen
eral
, hav
e be
en c
ount
ing
child
ren
of
adul
ts w
ho h
ave
perm
anen
t job
s in
agric
ultu
re a
nd
othe
r ind
ustr
ies.
Stat
es w
ould
be
requ
ired
to su
bmit
docu
men
tatio
n of
the
accu
racy
of t
he m
igra
nt
stude
nt c
ount
they
subm
it to
the
U.S
. DO
E. Th
e U
.S. S
ecre
tary
of E
duca
tion
wou
ld
rand
omly
pic
k a
set n
umbe
r of s
tate
s eac
h ye
ar in
whi
ch to
do
a co
mpr
ehen
sive
audi
t of
the
stude
nt c
ount
syste
m u
sed
by th
e sta
te.
Inte
nt o
f par
ents
of
mig
rant
chi
ldre
n w
hen
seek
ing
empl
oym
ent
Secti
on 1
309(
2)
Und
er c
urre
nt la
w a
nd g
uida
nce
issue
d by
the
U.S
. D
OE,
mig
rant
wor
kers
mus
t hav
e or
igin
ally
inte
nded
to
wor
k in
an
area
of e
mpl
oym
ent i
dent
ified
in th
e sta
tute
as b
eing
tem
pora
ry o
r sea
sona
l. If
an in
divi
dual
m
oved
to a
com
mun
ity w
ith th
e in
tent
of w
orki
ng
in c
onstr
uctio
n—a
field
of e
mpl
oym
ent t
hat d
oes
not q
ualif
y an
indi
vidu
al a
s a m
igra
nt w
orke
r—bu
t th
at in
divi
dual
inste
ad to
ok a
job
in a
gric
ultu
re,
that
indi
vidu
al w
ould
not
(und
er th
e U
.S. D
OE’
s gu
idan
ce) b
e co
nsid
ered
a m
igra
nt w
orke
r. Be
caus
e th
e in
divi
dual
did
not
orig
inal
ly in
tend
to w
ork
in
an e
mpl
oym
ent fi
eld
that
wou
ld q
ualif
y hi
m o
r her
fo
r sta
tus a
s a m
igra
nt w
orke
r, th
at in
divi
dual
is n
ot
cons
ider
ed to
be
a m
igra
nt w
orke
r.
Mai
ntai
n re
quire
men
t tha
t wor
k of
par
ents
desig
nate
d as
mig
rant
s mus
t be
tem
pora
ry
and
seas
onal
. Mod
ify c
urre
nt la
w to
allo
w in
divi
dual
s to
qual
ify a
s mig
rant
wor
kers
(th
eref
ore
allo
win
g th
eir c
hild
ren
to q
ualif
y fo
r mig
rant
edu
catio
nal p
rogr
am se
rvic
es)
if th
ey a
re w
orki
ng in
an
empl
oym
ent fi
eld
that
qua
lifies
them
as m
igra
nt w
orke
rs,
rega
rdle
ss o
f the
ir or
igin
al in
tent
in se
ekin
g em
ploy
men
t.
Coo
rdin
atio
n of
MEP
w
ith p
rogr
ams a
t the
U
.S. D
epar
tmen
t of
Hea
lth a
nd H
uman
Se
rvic
es a
nd th
e U
.S. D
epar
tmen
t of
Lab
or se
rvin
g sim
ilar p
opul
atio
ns
No
such
pro
visio
n.Th
e U
.S. S
ecre
tary
of E
duca
tion
wou
ld b
e re
quire
d to
coo
rdin
ate
MEP
with
pro
gram
s at
the
U.S
. Dep
artm
ent o
f Hea
lth a
nd H
uman
Ser
vice
s and
the
U.S
. Dep
artm
ent
of L
abor
that
serv
e sim
ilar p
opul
atio
ns. Th
e D
epar
tmen
ts of
Hea
lth a
nd H
uman
Se
rvic
es a
nd L
abor
wou
ld a
lso b
e re
quire
d to
coo
rdin
ate
thei
r pro
gram
s with
the
MEP
pro
gram
.
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