Assessment and Accountability

Schools must participate in state assessments as outlined in the NCLB Act. By the 2005-06 school year, states must annually assess student performance in reading/language arts and mathematics in grades 3-8 and at least once in grades 10-12. By the 2007-08 school year, states must also develop science assessments, to be administered at least once in each of three grade spans: 3-5; 6-9; and 10-12.

Since these accountability provisions require timely and accurate reporting of student performance data, states have been challenged to strengthen their data collection and reporting systems. Schools and districts in turn are developing ongoing systems for providing useful data that informs decisions about how to strengthen student achievement.

Under NCLB's accountability provisions, states must describe how they will close the achievement gap and ensure all students, including those who are disadvantaged, achieve academic proficiency. They must produce annual state and school district report cards that inform parents and communities about state and school progress. Schools that do not make progress must provide supplemental services, such as free tutoring or after-school assistance; take corrective actions; and, if still not making adequate yearly progress after five years, make dramatic changes to the way the school is operating.

Guidance, Regulations, Legislation, and Announcements

Guidance

Non-Regulatory Guidance, Alternate Achievement Standards for Students with the Most Significant Cognitive Disabilities (Word)
Provides States with detailed information about how best to use and implement alternate achievement standards.

Non-Regulatory Guidance, Alternate Achievement Standards for Students with the Most Significant Cognitive Disabilities (Word)
Guidance addresses only the implementation of the December 9, 2003 regulation on alternate achievement standards for students with the most significant cognitive disabilities. It does not address the proposed “2 percent” policy or the issue of “modified” achievement standards.

Non-Regulatory Guidance, Assessment and Accountability for Recently Arrived and Former Limited English Proficient (LEP) Students (Word)

Non-Regulatory Guidance, Improving Data Quaility for Title I Standards, Assessments, and Accountability Reporting (Word)
Guidance addresses only data quality issues associated with the annual Report Card required of all States, local educational agencies (LEAs) and schools receiving Title I, Part A funds under Sec. 1111(h) of No Child Left Behind (NCLB).

Non-Regulatory Guidance, Title I, Part A-Report Cards (Word)
For specific information on assessement, refer to section B1.

Peer Review Guidance for the NCLB Growth Model Pilot Applications (Word)

Secretary of Education Key Policy Letter on Addressing Accountability Provisions to Displaced Students of Hurricane Katrina and Rita (September 2005)

USDE: NCLB—A Road Map to State Implementation
This U.S. Department of Education publication is a user-friendly guide to help navigate the road ahead in education reform. It describes ways the Department—together with parents, educators and state and local policymakers—is making NCLB work for students and educators. The law sets the same requirements for all states, while recognizing that the paths they take to get there will vary. The road map breaks down a 670-page law into clear principles for success, and it recaps and frames how states have adapted those principles to raise student achievement. For specific information on assessment and accountability, refer to pages 5-7.

Regulations

Final Regulation, Part 200—Title I—Improving The Academic Achievement Of The Disadvantaged
For specific information on assessment, refer to pages 71716-71717.