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Council of Chief State School Officers (CCSSO)
NCLB Reauthorization

To better inform the national debate on No Child Left Behind (NCLB) reauthorization, ECS collected and synthesized recommendations by national organizations to improve the federal law.

ECS' database is organized around 16 issue areas that captured most recommendations. Some organizations did not offer recommendations for all issues, at least according to our analysis. And several recommendations appear more than once since they applied to multiple issue areas.

The summary and full text of the Council of Chief State School Officers' (CCSSO) original recommendations are listed in this report. Please see the main database page for additional reports.

Highlights
Issues addressed: 10 of 16
Adequate Yearly Progress; Assessment, Standards and Curriculum; Capacity Building, Innovation and Research & Development; Consequences and Interventions; English Language Learners; Finance; Students with Disabilities; Supplemental Education Services; Teaching Quality; and Miscellaneous/Overarching.

Issues not addressed: 6 of 16
Data Systems and Reporting; Early Childhood; High Schools; Other Programs; Safe Schools; and School Leadership.

Areas of emphasis
Adequate Yearly Progress; and Assessment, Standards and Curriculum.


Source:
Recommendations to Reauthorize the Elementary and Secondary Education Act (January 2007)


Visit ECS' Database on NCLB Reauthorization main page for more information, explanations and access to organizations' original reports. Please note that ECS plans to expand the database as more information becomes available.

Database Last Updated: July 2007

This database was created and compiled by Mary Fulton, ECS policy analyst.
For questions and comments: 303.299.3679 or mfulton@ecs.org
NCLB Reauthorization : Council of Chief State School Officers (CCSSO)
Adequate Yearly Progress (AYP)
AYP 1 - Summary of Recommendation Encourage use of various accountability models focused on individual student achievement to promote more valid and meaningful determinations.
AYP 1 - Full Recommendation Encourage use of a variety of accountability models focused on individual student achievement that build on adequate yearly progress (AYP) to promote more valid, reliable, educationally meaningful accountability determinations.
AYP 2 - Summary of Recommendation Allow states to use growth models to complement status measures for AYP.
AYP 2 - Full Recommendation Ensure states’ right to use true growth models to complement status measures for accountability purposes.
AYP 3 - Summary of Recommendation Allow states to use additional school performance data to differentiate AYP determinations and consequences.
AYP 3 - Full Recommendation Ensure states’ right to use relevant confirmatory/compensatory data regarding school performance as part of a process for accountability determinations based on multiple measures and sound judgment (to differentiate accountability determinations and consequences).
AYP 4 - Summary of Recommendation Include students with disabilities in state assessment and accountability systems based on ambitious but educationally sound goals and measures.
AYP 4 - Full Recommendation Encourage inclusion of students with disabilities in state assessment and accountability systems in a manner that is most meaningful for the full range of students with disabilities, based on ambitious but educationally sound performance goals and measures.
AYP 5 - Summary of Recommendation Continue to count students with disabilities' performance in that AYP subgroup for appropriate period once they transfer out.
AYP 5 - Full Recommendation Count the performance of students with disabilities who recently transitioned out of that subgroup in subgroup accountability determinations for an appropriate period.
AYP 6 - Summary of Recommendation Include ELL students in state assessment and accountability systems based on ambitious but educationally sound measures and goals.
AYP 6 - Full Recommendation Encourage inclusion of English language learner (ELL) students in state assessment and accountability systems in a manner that is most meaningful for the full range of ELL students, based on ambitious but educationally sound performance measures and goals.
AYP 7 - Summary of Recommendation Allow states to include new immigrant ELL students in school accountability based on multiple measures for at least 3 years.
AYP 7 - Full Recommendation Permit states to properly include new immigrant ELL students in school accountability based on multiple measures for several years (no fewer than 3 years) where educationally appropriate.
AYP 8 - Summary of Recommendation Allow full range of alternate assessments and value individualized growth of ELL students.
AYP 8 - Full Recommendation Allow the use of a full range of alternate assessments and to value individualized growth for English Language Learner (ELL) students.
AYP 9 - Summary of Recommendation Continue to count ELL student performance in this AYP subgroup for appropriate period once they transfer out.
AYP 9 - Full Recommendation Count the performance of students who recently transitioned out of the English Language Learner (ELL) student subgroup in subgroup accountability determinations for an appropriate period.
Assessment, Standards and Curriculum (ASC)
ASC 1 - Summary of Recommendation Encourage variety of state and local assessment models to improve teaching and learning and promote better accountability.
ASC 1 - Full Recommendation Encourage, though not require, use of a variety of state and local assessment models that can improve teaching and learning and promote more valid, reliable accountability determinations.
ASC 2 - Summary of Recommendation Permit use of multiple state and local assessments and allow states to vary frequency and grade spans of assessments.
ASC 2 - Full Recommendation Permit states to promote the use of multiple state and local assessments (including assessments that can show growth at all levels) and ensure states’ right to vary the frequency and grade spans of assessments.
ASC 3 - Summary of Recommendation Provide continued support for states to strengthen assessment systems.
ASC 3 - Full Recommendation Provide continued support for states to strengthen assessment systems.
ASC 4 - Summary of Recommendation Include students with disabilities in state assessment and accountability systems based on ambitious but educationally sound goals and measures.
ASC 4 - Full Recommendation Encourage inclusion of students with disabilities in state assessment and accountability systems in a manner that is most meaningful for the full range of students with disabilities, based on ambitious but educationally sound performance goals and measures.
ASC 5 - Summary of Recommendation Permit alternate assessments measured against alternate/modified standards based on individualized growth expectations for students with disabilities.
ASC 5 - Full Recommendation Permit use of alternate assessments measured against alternate/modified achievement standards based on individualized growth expectations across grade levels as needed for some students with disabilities.
ASC 6 - Summary of Recommendation Include ELL students in state assessment and accountability systems based on ambitious but educationally sound measures and goals.
ASC 6 - Full Recommendation Encourage inclusion of English language learner (ELL) students in state assessment and accountability systems in a manner that is most meaningful for the full range of ELL students, based on ambitious but educationally sound performance measures and goals.
ASC 7 - Summary of Recommendation Allow full range of alternate assessments and value individualized growth of ELL students.
ASC 7 - Full Recommendation Allow the use of a full range of alternate assessments and to value individualized growth for English Language Learner (ELL) students.
Capacity Building, Innovation and Research & Development (CIRD)
CIRD 1 - Summary of Recommendation Encourage innovation and improve peer review process to focus on knowledge enhancement and promoting sound education models.
CIRD 1 - Full Recommendation Encourage, not stifle, innovation, and improve the peer review process to make it a true state-federal partnership in that regard – with a focus on knowledge enhancement and promotion of educationally sound models rather than monitoring for narrow compliance.
CIRD 2 - Summary of Recommendation Require Secretary to approve innovative models where states can demonstrate sound strategies to raise student achievement and close achievement gaps.
CIRD 2 - Full Recommendation Remove and recast NCLB’s current “waiver” authority to indicate that the Secretary “shall” approve innovative models where states can demonstrate, through a revised peer review process, good faith, educationally sound strategies to raise the bar for standards-based reform in each state’s context, along with accountability for raising student achievement and closing achievement gaps. (section 9401)
CIRD 3 - Summary of Recommendation Ensure NCLB funding levels reflect increased state roles and responsibilities to improve student achievement and close achievement gaps.
CIRD 3 - Full Recommendation Retain and provide additional funds at the state level that appropriately reflect the increased roles and responsibilities placed on states under ESEA for systemic actions to help improve student achievement and close achievement gaps.
CIRD 4 - Summary of Recommendation Provide additional and ongoing funding for state interventions in underperforming districts and schools, including for assessments and data systems.
CIRD 4 - Full Recommendation Provide additional, long-term, consistent funding for state education department action and intervention in underperforming districts and schools (such as through full and increased funding for School Improvement Grants); for key areas such as state assessments (particularly including alternate assessments and English proficiency assessments), state data systems and technology; and for research and development to inform state and district efforts.
Consequences and Interventions (CI)
CI 1 - Summary of Recommendation Allow range of and differentiate rewards/consequences based on degree to which schools/districts miss AYP.
CI 1 - Full Recommendation Encourage a full range of rewards and consequences for districts and schools that differ appropriately in nature and degree, based, for example, on whether schools miss AYP by a little versus a lot.
CI 2 - Summary of Recommendation Allow states to differentiate AYP consequences, target assistance to lowest performing students/subgroups and not to escalate consequences if schools making progress.
CI 2 - Full Recommendation Permit states to exercise appropriate judgment and differentiate both accountability determinations and consequences based on sound evidence. This includes targeting interventions to the lowest performing students/subgroups that do not meet AYP and maintaining consequences (without escalation) where schools are demonstrating significant plans and progress in addressing identified underperformance.
CI 3 - Summary of Recommendation Increase SES offerings by districts and to parents, permit states to change order of consequences (choice and SES) and target SES based on academic need.
CI 3 - Full Recommendation Focus more on supports for schools and students, to increase parental choice regarding the kinds of supplemental educational services provided, to permit states and districts to change the order of required consequences (particularly choice versus supplemental educational services), and to target supplemental educational services based on academic need, and to increase opportunities for the provision of supplemental educational services at the district level.
Data Systems and Reporting (DSR)
DSR 1 - Summary of Recommendation No recommendations identified for this issue.
Early Childhood Education (ECE)
ECE 1 - Summary of Recommendation No recommendations identified for this issue.
English Language Learners (ELL)
ELL 1 - Summary of Recommendation Include ELL students in state assessment and accountability systems based on ambitious but educationally sound measures and goals.
ELL 1 - Full Recommendation Encourage inclusion of English language learner (ELL) students in state assessment and accountability systems in a manner that is most meaningful for the full range of ELL students, based on ambitious but educationally sound performance measures and goals.
ELL 2 - Summary of Recommendation Allow states to include new immigrant ELL students in school accountability based on multiple measures for at least 3 years.
ELL 2 - Full Recommendation Permit states to properly include new immigrant English language learner (ELL) students in school accountability based on multiple measures for several years (no fewer than 3 years) where educationally appropriate.
ELL 3 - Summary of Recommendation Allow full range of alternate assessments and value individualized growth of ELL students.
ELL 3 - Full Recommendation Allow the use of a full range of alternate assessments and to value individualized growth for English language learner (ELL) students.
ELL 4 - Summary of Recommendation Continue to count ELL student performance in this AYP subgroup for appropriate period once they transfer out.
ELL 4 - Full Recommendation Count the performance of students who recently transitioned out of the English language learner (ELL) student subgroup in subgroup accountability determinations for an appropriate period.
Funding Issues (FI)
FI 1 - Summary of Recommendation Ensure NCLB funding levels reflect increased state roles and responsibilities to improve student achievement and close achievement gaps.
FI 1 - Full Recommendation Retain and provide additional funds at the state level that appropriately reflect the increased roles and responsibilities placed on states under ESEA for systemic actions to help improve student achievement and close achievement gaps.
FI 2 - Summary of Recommendation Provide additional and ongoing funding for state interventions in underperforming districts and schools, including for assessments and data systems.
FI 2 - Full Recommendation Provide additional, long-term, consistent funding for state education department action and intervention in underperforming districts and schools (such as through full and increased funding for School Improvement Grants); for key areas such as state assessments (particularly including alternate assessments and English proficiency assessments), state data systems, and technology; and for research and development to inform state and district efforts.
High Schools (HS)
HS 1 - Summary of Recommendation No recommendations identified for this issue.
Other Programs (OP)
OP 1 - Summary of Recommendation No recommendations identified for this issue.
Safe Schools (SS)
SS 1 - Summary of Recommendation No recommendations identified for this issue.
School Leadership (SL)
SL 1 - Summary of Recommendation No recommendations identified for this issue.
Students with Disabilities (SWD)
SWD 1 - Summary of Recommendation Include students with disabilities in state assessment and accountability systems based on ambitious but educationally sound goals and measures.
SWD 1 - Full Recommendation Encourage inclusion of students with disabilities in state assessment and accountability systems in a manner that is most meaningful for the full range of students with disabilities, based on ambitious but educationally sound performance goals and measures.
SWD 2 - Summary of Recommendation Permit alternate assessments measured against alternate/modified standards based on individualized growth expectations for students with disabilities.
SWD 2 - Full Recommendation Permit use of alternate assessments measured against alternate/modified achievement standards based on individualized growth expectations across grade levels as needed for some students with disabilities.
SWD 3 - Summary of Recommendation Continue to count students with disabilities' performance in that AYP subgroup for appropriate period once they transfer out.
SWD 3 - Full Recommendation Count the performance of students with disabilities who recently transitioned out of that subgroup in subgroup accountability determinations for an appropriate period.
Supplemental Education Services (SES)
SES 1 - Summary of Recommendation Expand SES offerings by districts and to parents, permit states to change order of consequences (choice and SES) and target SES based on academic need.
SES 1 - Full Recommendation Focus more on supports for schools and students, to increase parental choice regarding the kinds of supplemental educational services provided, to permit states and districts to change the order of required consequences (particularly choice versus supplemental educational services), and to target supplemental educational services based on academic need, and to increase opportunities for the provision of supplemental educational services at the district level.
Teaching Quality (TQ)
TQ 1 - Summary of Recommendation Continuously improve teaching force through high quality professional development and multiple pathways to teaching expertise.
TQ 1 - Full Recommendation Provide incentives for states to create the best teaching force in the world, by continuously improving teacher quality, by supporting best-in-class professional development, and by encouraging use of multiple individual pathways to pedagogical and subject matter expertise.
TQ 2 - Summary of Recommendation Count newly hired teachers as “highly qualified” when meet primary subject standards and on track to meet state HOUSSE requirements.
TQ 2 - Full Recommendation Count newly hired teachers (particularly rural, special education, and ELL teachers) as “highly qualified” when they meet standards in their primary subject areas and are on a pathway (of no more than three years) with regard to additional subjects based on a high, objective, uniform state standard of evaluation (HOUSSE).
TQ 3 - Summary of Recommendation Count teachers of students with disabilities and ELL students as “highly qualified” if they work with qualified teachers, and offer multiple paths to and measures of subject expertise.
TQ 3 - Full Recommendation Count teachers of students with disabilities and English language learners (ELL) students as “highly qualified” where they work in close consultation with another teacher who is highly qualified and offer alternative pathways and multiple measures of subject matter expertise (including HOUSSE).
TQ 4 - Summary of Recommendation Provide incentives for teacher performance systems based on student growth and successful teachers to serve in challenging schools.
TQ 4 - Full Recommendation Provide incentives for (but not require) performance systems based on growth in student achievement as one of multiple measures (such as continued support for the Teacher Incentive Fund), and provide incentives to help ensure that experienced, successful teachers serve in the most challenging schools.
Miscellaneous/Overarching (Misc.)
Misc. 1 - Summary of Recommendation

CCSSO’s goal for NCLB reauthorization is to prepare every child for postsecondary education, work and citizenship. Broad recommendations include:  

  • Increased state and local support and autonomy for standards, assessments, accountability, teacher quality and data systems.
  • Building state and local capacity to improve low-performing districts and schools
  • Increased investment in research, innovation, technical assistance and collaboration to inform standards-based reforms.

Misc. 1 - Full Recommendation

The Council of Chief State School Officers’ goal for NCLB reauthorization is to move beyond no child left behind and toward every child a graduate — prepared for postsecondary education, work and citizenship in the 21st century. Achieving this goal will require a new state-federal partnership that includes the following broad recommendations for NCLB reauthorization:

  • Continued focus on accountability with increased support and greater autonomy for state and local implementation of standards-based reform. Includes standards, assessments, teacher quality and data systems.
  • Stronger focus on building state and local capacity to improve learning opportunities for all students and support interventions in consistently low-performing districts and schools
  • Increased investment in research, innovation, technical assistance and collaboration to inform state and local implementation of standards-based reforms.

Supporting Comments:

  • Enable and support state and local innovation must be hallmark of federal education law
  • Federal government should focus on accountability for results, with states and districts responsible for achieving those results based on innovative strategies and the most valid and reliable measures of student learning.
  • Raise standards to reflect 21st century knowledge and skills, improve assessments to better inform teaching and learning, invest in teacher and administrator professional development, improve data systems to help drive instruction, and build more valid accountability systems to value growth as well as status.
  • Increase the ability of state education agencies to provide assistance to all districts and schools and to intervene in consistently underperforming districts and schools. More funds must be directed to the state level to provide technical assistance and data-driven reform decisions and to support a wide variety of interventions and reforms.
Misc. 2 - Summary of Recommendation Require peer review process for NCLB decisions to focus on technical assistance, full transparency, communication with states, consistency and timeliness.
Misc. 2 - Full Recommendation Ensure a strong state role in the selection of qualified peers (including peers from the states) for NCLB decisions and require a range of improvements in the peer review process to ensure a focus on technical assistance, full transparency, real communication and dialogue with states, consistency in peer review standards and outcomes across states, timeliness of feedback and results, dissemination of promising practices and more.



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