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National Association of Elementary School Principals (NAESP)
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 National Association of Elementary School Principals' (NAESP) original recommendations are listed in this report. Please see the main database page for additional reports.

Highlights
Issues addressed: 11 of 16
Adequate Yearly Progress; Assessment, Standards and Curriculum; Consequences and Interventions; Early Childhood; English Language Learners; Finance; Other Programs; School Leadership; Students with Disabilities; Teaching Quality; and Miscellaneous/Overarching.

Issues not addressed: 5 of 16
Capacity Building, Innovation and Research & Development; Data Systems and Reporting; High Schools; Safe Schools; and Supplemental Education Services.

Areas of emphasis
Assessment, Standards and Curriculum; Adequate Yearly Progress; School Leadership; and Teaching Quality.

Source:
Recommendations for the Reauthorization of the Elementary and Secondary Education Act (November 2006)


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 : National Association of Elementary School Principals (NAESP)
Adequate Yearly Progress (AYP)
AYP 1 - Summary of Recommendation Require state assessments to use growth model to show student and subgroup progress.
AYP 1 - Full Recommendation Require state assessment systems to employ a growth model, demonstrating the progress of individual students and student subgroups over time.
AYP 2 - Summary of Recommendation Require assessments to use multiple measures of student progress and achievement.
AYP 2 - Full Recommendation Require state assessment systems to incorporate multiple methods of gauging student progress and achievement.
AYP 3 - Summary of Recommendation Require accountability systems to measure school success and inform changes to increase student achievement.
AYP 3 - Full Recommendation Require states to create a school accountability system to guide schools and to measure their success in making needed changes to increase student achievement.
AYP 4 - Summary of Recommendation Factor scores of students belonging to multiple subgroups into only one subgroup for AYP.
AYP 4 - Full Recommendation Require the scores of a student who is a member of multiple subgroups to be factored in as part of only one subgroup. This provision should apply when student subgroup test scores are used as part of the system for measuring progress in school improvement.
AYP 5 - Summary of Recommendation Include students with disabilities' IEP achievement goals in student/school success determinations for AYP.
AYP 5 - Full Recommendation Include progress toward the achievement of goals specified in students with disabilities' Individual Education Plans (IEP) among the factors used to determine student and school success.
AYP 6 - Summary of Recommendation Use growth models to assess student with disabilities' achievement for AYP.
AYP 6 - Full Recommendation Base assessment of the achievement of students with disabilities on a growth model that measures their progress from year to year.
AYP 7 - Summary of Recommendation Use growth model to assess ELL student achievement for AYP.
AYP 7 - Full Recommendation Base assessment of the achievement of English language learners (ELL) on a growth model that measures their progress from year to year.
Assessment, Standards and Curriculum (ASC)
ASC 1 - Summary of Recommendation Require state assessments to identify high student achievement levels fairly and equitably.
ASC 1 - Full Recommendation Require states tot develop an assessment system that identifies high levels of achievement for all students in a fair, challenging and equitable manner over a reasonable time frame.
ASC 2 - Summary of Recommendation Require state assessments to use growth model to show student and subgroup progress.
ASC 2 - Full Recommendation Require state assessment systems to employ a growth model, demonstrating the progress of individual students and student subpgroups over time.
ASC 3 - Summary of Recommendation Require state assessments to use multiple measures of student progress and achievement.
ASC 3 - Full Recommendation Require state assessment systems to incorporate multiple methods of gauging student progress and achievement.
ASC 4 - Summary of Recommendation Provide federal grants to states for promising innovations in assessment.
ASC 4 - Full Recommendation Provide federal grants to states for promising innovations in assessment.
ASC 5 - Summary of Recommendation Use growth models to assess student with disabilities' achievement for AYP.
ASC 5 - Full Recommendation Base assessment of the achievement of students with disabilities on a growth model that measures their progress from year to year.
ASC 6 - Summary of Recommendation Assess students with disabilities at level they are taught even if differs from grade level.
ASC 6 - Full Recommendation Assess students with disabilities at the level at which they are taught, and this level may differ from a student’s chronological grade level.
ASC 7 - Summary of Recommendation Require state standards for ELL students and plans for participating in assessments given in English.
ASC 7 - Full Recommendation Require states to develop standards for the education of English language learners (ELL), including provisions for each to have a specific plan that establishes the point at which the student is to participate in state subject matter assessments given in English.
ASC 8 - Summary of Recommendation Give state assessments to students after they become proficient in English.
ASC 8 - Full Recommendation Give students whose first language is not English the state assessments only after he or she has become proficient in English.
ASC 9 - Summary of Recommendation Use growth models to assess ELL student achievement.
ASC 9 - Full Recommendation Base assessment of the achievement of English language learners (ELL) on a growth model that measures their progress from year to year.
Capacity Building, Innovation and Research & Development (CIRD)
CIRD 1 - Summary of Recommendation No recommendations identified for this issue.
Consequences and Interventions (CI)
CI 1 - Summary of Recommendation Require states to reward schools that exceed improvement targets and assist those that fall short.
CI 1 - Full Recommendation Require states to establish a system of rewards for schools that exceed improvement targets and specialized assistance for schools that fall short of their targets.
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 Provide resources for high-quality early childhood education.
ECE 1 - Full Recommendation Provide resources under ESEA to assist states in establishing and implementing a system of high-quality early childhood education, including flexibility in combining funding streams to support it.
English Language Learners (ELL)
ELL 1 - Summary of Recommendation Require state standards for ELL students and plans for participation in assessments given in English.
ELL 1 - Full Recommendation Require states to develop standards for the education of English language learner (ELL) students, including provisions for each to have a specific plan that establishes the point at which the student is to participate in state subject matter assessments given in English.
ELL 2 - Summary of Recommendation Give state assessments to students after they become proficient in English.
ELL 2 - Full Recommendation Require students whose first language is not English be given the state assessments only after he or she has become proficient in English.
ELL 3 - Summary of Recommendation Use growth model to assess ELL student achievement.
ELL 3 - Full Recommendation Base assessment of the achievement of English language learners (ELL) on a growth model that measures their progress from year to year.

Funding Issues (FI)
FI 1 - Summary of Recommendation Provide federal grants to states for promising innovations in assessment.
FI 1 - Full Recommendation Provide federal grants to states for promising innovations in assessment.
High Schools (HS)
HS 1 - Summary of Recommendation No recommendations identified for this issue.
Other Programs (OP)
OP 1 - Summary of Recommendation Provide funds for coordinated state services to address "non-school" factors that affect student learning.
OP 1 - Full Recommendation Include provisions and authorize a separate funding stream in NCLB to help states develop systems of coordinated services among social service agencies designed to ensure that students are ready and able to learn. Such systems should address factors that affect students' ability to learn and thrive. 
OP 2 - Summary of Recommendation Assist states with providing student service personnel, such as counselors and health care professionals.
OP 2 - Full Recommendation Assist states in providing each public school with full-time counselors, appropriate administrative support, health care professionals and other student services personnel.
OP 3 - Summary of Recommendation Include provisions for high-quality after-school programs.
OP 3 - Full Recommendation NCLB should include provisions for high-quality after-school programs that offer a variety of activities and academic assistance.
Safe Schools (SS)
SS 1 - Summary of Recommendation No recommendations identified for this issue.
School Leadership (SL)
SL 1 - Summary of Recommendation Ensure principal, teacher and other education professional qualification criteria are state responsibility.
SL 1 - Full Recommendation Ensure criteria for determining the qualifications of principals, teachers and other education professionals are the responsibility of each state.
SL 2 - Summary of Recommendation Provide resources for state qualification systems/processes to help education professionals perform successfully.
SL 2 - Full Recommendation Provide federal resources to assist states in establishing a qualification systems and a process to help education professionals reach and maintain their peak performance levels.
SL 3 - Summary of Recommendation Provide resources to help states recruit and retain qualified principals and teachers in shortage areas.
SL 3 - Full Recommendation Provide resources for the development of programs to recruit and retain excellent education professionals for states experiencing a shortage of qualified principals and/or teachers.
SL 4 - Summary of Recommendation Require ongoing, high-quality professional development for principals.
SL 4 - Full Recommendation Require that school principals receive ongoing, high-quality professional development that addresses their unique role as instructional leaders of schools.
SL 5 - Summary of Recommendation Provide assistance and funds for principal and teacher mentoring programs.
SL 5 - Full Recommendation Provide assistance to districts and states to develop and fund mentoring programs for principals and teachers during their first three years in their new positions.
SL 6 - Summary of Recommendation Fund research on instructional leadership, pedagogy and child and adolescent development to inform professional development.
SL 6 - Full Recommendation Provide federal funding for research on instructional leadership, pedagogy (best practices), and child and adolescent development to inform the professional development opportunities provided throughout an educator’s career.
Students with Disabilities (SWD)
SWD 1 - Summary of Recommendation Include students with disabilities' IEP achievement goals in student/school success determinations for AYP.
SWD 1 - Full Recommendation Include progress toward the achievement of goals specified in students with disabilities' Individual Education Plans (IEP) among the factors used to determine student and school success.
SWD 2 - Summary of Recommendation Use growth models to assess student with disabilities' achievement.
SWD 2 - Full Recommendation Base the assessment of the achievement of students with disabilities on a growth model that measures their progress from year to year.
SWD 3 - Summary of Recommendation Assess students with disabilities at level they are taught even if differs from grade level.
SWD 3 - Full Recommendation Assess students with disabilities at the level at which they are taught, and this level may differ from a student’s chronological grade level.
Supplemental Education Services (SES)
SES 1 - Summary of Recommendation No recommendations identified for this issue.
Teaching Quality (TQ)
TQ 1 - Summary of Recommendation Consider special education teachers as highly qualified if certified and licensed in special education.
TQ 1 - Full Recommendation Consider a special education teacher who is fully certified and licensed in special education to be a highly qualified teacher.
TQ 2 - Summary of Recommendation Ensure principal, teacher and other education professional qualification criteria are state responsibility.
TQ 2 - Full Recommendation Ensure criteria for determining the qualifications of principals, teachers and other education professionals are the responsibility of each state.
TQ 3 - Summary of Recommendation Provide federal resources for state qualification systems and process to help education professionals perform successfully.
TQ 3 - Full Recommendation Provide federal resources to assist states in establishing qualification systems and a process to help education professionals reach and maintain their peak performance levels.
TQ 4 - Summary of Recommendation Provide resources to help states recruit and retain qualified principals and teachers in shortage areas.
TQ 4 - Full Recommendation Provide federal resources for the development of programs to recruit and retain excellent education professionals for states experiencing a shortage of qualified principals and/or teachers.
TQ 5 - Summary of Recommendation Provide assistance and funds for principal and teacher mentoring programs.
TQ 5 - Full Recommendation Provide federal assistance to districts and states to develop and fund mentoring programs for principals and teachers during their first three years in their new positions.
TQ 6 - Summary of Recommendation Fund research on instructional leadership, pedagogy and child and adolescent development to inform professional development.
TQ 6 - Full Recommendation Provide federal funds for research on instructional leadership, pedagogy (best practices), and child and adolescent development to inform the professional development opportunities provided throughout an educator’s career.
Miscellaneous/Overarching (Misc.)
Misc. 1 - Summary of Recommendation Ensure states have primary responsibility for assessing and improving school quality.
Misc. 1 - Full Recommendation Ensure states have the primary responsibility for assessing the quality of their schools and effecting positive change in those that need improvement.



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