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No Child Left BehindAdequate Yearly ProgressWhat States Are Doing (Additional Resources)
 
  NO CHILD LEFT BEHIND
 ADEQUATE YEARLY PROGRESS
 
 What States Are Doing
 Selected Research & Readings
 




Measuring Adequate Yearly Progress: What "Other" Indicators Count Besides Reading and Math? PDF - NCLB calls for one "other" academic indicator to count toward the calculation of AYP. At the high school level that indicator was the graduation rate. At the elementary and middle school levels, states could select any additional measure. This ECS StateNote hopes to deepen that understanding by raising awareness of each state’s "other" academic indicator and its accompanying target. (Dinah Frey, Education Commission of the States, October 2010)...

State Graduation Rate Goals for High School Accountability - Under No Child Left Behind, all high schools are required to meet state graduation rate targets to achieve adequate yearly progress (AYP). This database provides each state's graduation rate target for the 2005-06 school year, notes where states have set incremental goals toward the 2014 target and indicates the method each state is using to determine its high school graduation rate. (Jennifer Dounay, Education Commission of the States, March 2006)...

Target Attendance and Graduation Rates and How Rates Are Calculated MS Word PDF - This ECS StateNote reports on and describes target attendance (or an alternative indicator) and graduation rates for all states and territories. The summary also provides detailed information on attendance and graduation rate calculations. (Kathy Christie, Education Commission of the States, January 2005)...

Minimum Size of Subgroups for Adequate Yearly Progress (AYP) MS Word PDF - This report provides information on minimum subgroup sizes, as determined by states in meeting the requirements No Child Left Behind. Information includes general background on adequate yearly progress requirements, the importance of defining minimum subgroup sizes, state trends and highlights, and notes of interest. (Jason Pierce, Education Commission of the States, September 2003)...

The Turnaround Challenge: State Strategies for Turning Around Low-Performing Schools and Districts - NASBE recently launched an online tool for state policymakers designed to facilitate discussion and provide insights from some of the nation's education leaders on how states can design coherent strategies to improve their lowest performing schools and districts. The microsite organizes video clips and questions for policymakers in six themes alongisde PowerPoints, publilcations and other materials drawn from a forum convened by NASBE and the Council of Chief State School Officers in spring 2009. (NASBE, September 2009)...

Graduation Matters: Improving Accountability for High School Graduation - While NCLB has focused attention on reading and math performance, the law has not raised expectations for graduation rates in most states, according to this report. The analysis reveals two major problems: state goals for raising graduation rates are far too low to spur needed improvement; and gaps between student groups are allowed to persist by an accountability system that looks only at average graduation rates. (Daria Hall, Education Trust, August 2007)...

Mapping 2005 State Proficiency Standards onto the NAEP Scales - This report uses the National Assessment of Education Progress (NAEP) as a common yardstick for comparing state reading and math proficiency standard, and for comparing these state standards with national performance benchmarks. Key findings: states vary widely in the NAEP-equivalents of their proficiency standards; most state proficiency standards fall within the NAEP Basic level; and a state's proficiency standard is not necessarily tied to student performance on NAEP. (The National Center for Education Statistics, June 2007) ...

Making the Cut: How States Set Passing Scores on Standardized Tests - States too rarely explain what it actually means for a student to pass a state test, to be "proficient," or how passing scores are established. This gives parents, policymakers and the public only a partial understanding of educational progress and what measures like "adequate yearly progress" really mean. That's because trying to interpret student performance on a test without understanding the passing score is like reading a map without a scale. This 10-page paper describes the methods states use to set passing or "cut" scores on tests, examines influences on states' score-setting work and recommends steps to ensure that the public can better understand this important educational process. (Andrew J. Rotherham, Education Sector, July 2006) ...

No Child Left Behind Act: States Face Challenges Measuring Academic Growth - NCLB requires that states improve academic performance so that all students reach proficiency in reading and mathematics by 2014 and that achievement gaps close among student groups. States set annual proficiency targets using an approach known as a status model, which calculates test scores one year at a time. Some states have interest in using growth models that measure changes in test scores over time to determine if schools are meeting proficiency targets. This testimony discusses: (1) how many states are using growth models and for what purposes, (2) how growth models can measure progress toward achieving key NCLB goals and (3) what challenges states face in using growth models especially to meet the law’s key goals. Also available are report highlights. (U.S. Government Accountability Office, July 2006) ...

State Accountability Plan Decision Letters - The U.S. Department of Education has posted the letters sent to each state superintendent outlining sections in their NCLB Accountability Plans that require further action. The letters allow policymakers and education leaders to review the steps that must be taken by their state, as well as other states, to receive final approval by the Department. This Web page also includes a link to each state's Accountability Plan. (U.S. Department of Education, 2004) ...

One Goal, Different AYPs MS Word - This article highlights the variety of approaches states are taking to ensure all students are making at least a year's progress for each year spent in the classroom. (Kathy Christie, "Stateline," Phi Delta Kappan, February 2003. Reprinted with permission.)...


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