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National Association of State Boards of Education (NASBE)
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 State Boards of Education's (NASBE) 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; Capacity Building, Innovation and Research & Development; Consequences and Interventions; Data Systems and Reporting; English Language Learners; Finance; Other Programs; Students with Disabilities; Supplemental Education Services; and Miscellaneous/Overarching.

Issues not addressed: 5 of 16
Early Childhood; High School; Safe Schools; School Leadership; and Teaching Quality.

Areas of emphasis
Adequate Yearly Progress; Miscellaneous/Overarching; and Finance.

Source:
NASBE’s Guiding Principles for NCLB Reauthorization (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 State Boards of Education (NASBE)
Adequate Yearly Progress (AYP)
AYP 1 - Summary of Recommendation Allow states to use multiple indicators to evaluate student, school and system performance.
AYP 1 - Full Recommendation Require federal state assessment requirements to use multiple indicators of student achievement and school performance to evaluate the performance of all elements of the education system and stimulate the system’s continuous improvement.

 

AYP 2 - Summary of Recommendation Defer to state assessment and accountability systems, unless federal officials have good cause to do otherwise.
AYP 2 - Full Recommendation Defer to the thoughtfully and deliberately crafted assessment systems and accompanying accountability measures states have crafted to meet their individual needs and circumstances, unless federal officials can show good cause otherwise.
AYP 3 - Summary of Recommendation Hold schools accountable for the performance of all students.  
AYP 3 - Full Recommendation Hold schools schools accountable for the performance of all students under federal accountability requirements.

 

AYP 4 - Summary of Recommendation Base accountability requirements on multiple measures to produce meaningful, valid results.
AYP 4 - Full Recommendation Base federal accountability requirements on multiple measures producing accurate, meaningful and valid results.
AYP 5 - Summary of Recommendation Allow all states to use growth models for AYP. 
AYP 5 - Full Recommendation Allow states to use student growth rates as the basis for meeting any federal accountability requirements, also known as “adequate yearly progress” (AYP).  
AYP 6 - Summary of Recommendation Allow states to use English proficiency attainment to hold schools/districts accountable for ELL students.
AYP 6 - Full Recommendation Allow states to use English proficiency attainment to hold schools and districts accountable for English language learner (ELL) students, in cases where it would be valid, reliable, and consistent with the student’s educational program.  
AYP 7 - Summary of Recommendation Allow states to count students with disabilities in AYP who successfully complete their IEPs.
AYP 7 - Full Recommendation Allow states to count students with a disability who successfully complete their Individual Education Plan (IEP) -- but do not earn a diploma based on state academic standards -- in AYP calculations.
Assessment, Standards and Curriculum (ASC)
ASC 1 - Summary of Recommendation Allow states to use multiple indicators to evaluate student, school and system performance under federal assessment requirements.
ASC 1 - Full Recommendation Ensure federal assessment requirements allow states to use multiple indicators of student achievement and school performance to evaluate the performance of all elements of the education system and stimulate the system’s continuous improvement.
ASC 2 - Summary of Recommendation Provide funding for states to comply with testing requirements.
ASC 2 - Full Recommendation Provide states with all necessary funding to comply with the required tests, including both development and ongoing administrative costs.
ASC 3 - Summary of Recommendation Defer to state assessment and accountability systems, unless federal officials have good cause to do otherwise.
ASC 3 - Full Recommendation Defer to the thoughtfully and deliberately crafted assessment systems and accompanying accountability measures states have crafted to meet their individual needs and circumstances, unless federal officials can show good cause to do otherwise.
Capacity Building, Innovation and Research & Development (CIRD)
CIRD 1 - Summary of Recommendation Allow range of interventions, including capacity building, and specific sanctions and rewards under AYP.
CIRD 1 - Full Recommendation Allow states to use a full range of interventions, including capacity building, in addition to specific sanctions and rewards under AYP.
CIRD 2 - Summary of Recommendation Support and expand state department capacity to assist low performing schools and districts.
CIRD 2 - Full Recommendation Ensure federal policies and resource allocations support and expand the capacity of state departments of education to provide technical assistance and other help to those schools and districts most in need.
CIRD 3 - Summary of Recommendation Require Education Department to identify and disseminate information on successful schools and those that meet NCLB requirements.
CIRD 3 - Full Recommendation Stipulate that the U.S. Department of Education identify successful schools and those that meet all federal education requirements so that policymakers and practitioners can research these case studies to reproduce the results sought by federal officials.
Consequences and Interventions (CI)
CI 1 - Summary of Recommendation Allow range of interventions, including capacity building, and specific sanctions and rewards under AYP.
CI 1 - Full Recommendation Allow states to use a full range of interventions, including capacity building, in addition to specific sanctions and rewards under AYP.
CI 2 - Summary of Recommendation Do not enforce NCLB compliance by withholding federal funding for unrelated programs.
CI 2 - Full Recommendation Do not enforce state compliance with federal rules and regulations through threat of or actual withholding of federal funding for unrelated programs.
Data Systems and Reporting (DSR)
DSR 1 - Summary of Recommendation Require state NCLB assessment results to be reported in easily understood formats and language.
DSR 1 - Full Recommendation Require state assessments results are reported in formats and language that parents and the public can easily understand inform state level policies and programs.
DSR 2 - Summary of Recommendation Limit reporting requirements to financial accountability and efficiency, and to constitutional and statutory requirements.
DSR 2 - Full Recommendation Limit federal reporting requirements to those necessary to account for funds, to demonstrate compliance with constitutional and statutory requirements, and to assist in determining the most effective use of federal funds.
Early Childhood Education (ECE)
ECE 1 - Summary of Recommendation No recommendations identified for this issue.
English Language Learners (ELL)
ELL 1 - Summary of Recommendation Allow states to use English proficiency attainment to hold schools/districts accountable for ELL students.
ELL 1 - Full Recommendation Allow state to use English proficiency attainment to hold schools and districts accountable for English language learner (ELL) students, in cases where it would be valid, reliable, and consistent with the student’s educational program.
ELL 2 - Summary of Recommendation Provide funds to states for educating significant number of low-income immigrant children.
ELL 2 - Full Recommendation Provide federal education funds to states with significant numbers of low-income immigrants to offset the costs of educating their children. Such funding is appropriate since control over immigration is exclusively a function of the federal government.
Funding Issues (FI)
FI 1 - Summary of Recommendation Provide funding to comply with testing requirements.
FI 1 - Full Recommendation Provide states with all necessary funding to comply with the required tests, including both development and ongoing administrative costs.
FI 2 - Summary of Recommendation Provide adequate funds for federal education mandates. 
FI 2 - Full Recommendation Ensure funds provided for federally mandated education initiatives are adequate to achieve the goals of these programs.
FI 3 - Summary of Recommendation Limit reporting requirements to financial accountability and efficiency, and to constitutional and statutory requirements.
FI 3 - Full Recommendation Limit federal reporting requirements to those necessary to account for funds, to demonstrate compliance with constitutional and statutory requirements, and to assist in determining the most effective use of federal funds.
FI 4 - Summary of Recommendation Maintain accountability and oversight of state education board federal funds, provide adequate funding for state education departments and direct new funds through state boards.
FI 4 - Full Recommendation Ensure federal government maintains the current framework of accountability and oversight of federal education funds that is provided by state boards and maintains the funds necessary for state departments of education to perform needed duties, services and functions. Further, any new federally funded education initiatives intended for states should be, as they have historically been, directed through the state board of education.

Such a framework is necessary since state boards of education are the only state policymaking authority focused solely on education, and state boards work in close consultation with their governors and legislatures to implement the state’s education agenda.

FI 5 - Summary of Recommendation Provide funds to states for educating significant numbers of low-income immigrant children.
FI 5 - Full Recommendation Provide federal education funds to states with significant numbers of low-income immigrants to offset the costs of educating their children. Such funding is appropriate since control over immigration is exclusively a function of the federal government.
High Schools (HS)
HS 1 - Summary of Recommendation No recommendations identified for this issue.
Other Programs (OP)
OP 1 - Summary of Recommendation Provide federal funds for school construction and renovation.
OP 1 - Full Recommendation Allocate federal funds to help states and local school districts rebuild their education infrastructure and leverage additional local spending on school construction and renovation. Such funding is necessary because there is a national crisis regarding the physical condition of schools and the need for new construction.
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 Allow states to count students with disabilities in AYP who successfully complete their IEPs.
SWD 1 - Full Recommendation Allow states to count students with a disability who successfully complete their Individual Education Plan (IEP)  --but do not earn a diploma based on state academic standards -- in AYP calculations.
Supplemental Education Services (SES)
SES 1 - Summary of Recommendation Allow states to set qualifications for SES provider instructional staff.
SES 1 - Full Recommendation Allow states to set their own professional qualifications for the instructional personnel of supplemental service providers.
Teaching Quality (TQ)
TQ 1 - Summary of Recommendation No recommendations identified for this issue.
Miscellaneous/Overarching (Misc.)
Misc. 1 - Summary of Recommendation NASBE’s guiding principles recommend: flexible assessments, alignment of state and federal accountability systems, use of growth models, teacher quality flexibility for high-need subjects, state capacity investment, and transparency between federal and state officials.
Misc. 1 - Full Recommendation At their core, NASBE’s guiding principles are about shifting from a law of absolutes to one that recognizes that a one-size-fits-all approach is difficult, if not impossible, to implement with fifty states operating fifty different education systems. Thus, the principles recommend: 
  • Flexibility in state assessment requirements (particularly for testing of special needs students such as students with disabilities and English language learner students). 
  • Better alignment of state and federal accountability systems, and allowing the use of growth model measures in all states. 
  • Accommodations in teacher qualifications and deference to state licensure procedures to take into high-need subjects. 
  • Increasing the federal investment in state capacity, which would solidify the state-federal partnership in improving low-performing schools. 
  • Transparency in all dealings, negotiations, and approvals between state and federal officials.
 
Misc. 2 - Summary of Recommendation Ensure federal requirements for state assessments help motivate student learning and monitor academic progress.
Misc. 2 - Full Recommendation Ensure federal requirements regarding state assessments help motivate each student to learn and monitor every student’s progress towards achieving a state’s academic performance standards.
Misc. 3 - Summary of Recommendation

Ensure federal accountability requirements are broadly supported, sustainable and adaptable, and include incentives for high performance.

Misc. 3 - Full Recommendation Ensure federal accountability requirements have broad political, business, and community support so they can be sustained over time, yet also be adaptable to necessary changes. Requirements also should have clear incentives and motivate students and educators to achieve high standards of performance.

 

Misc. 4 - Summary of Recommendation Require transparency and disclosure of NCLB flexibility and waivers granted to states by Education Department.
Misc. 4 - Full Recommendation Require openness, transparency and full disclosure with regard to any flexibility, waivers, exemptions, exceptions or accommodations granted by the U.S. Department of Education to individual states. Such information is necessary to allow states learn from each other’s strategies and successes and to ensure the integrity of the process.
Misc. 5 - Summary of Recommendation Grant special consideration to small, rural and limited resource schools in meeting NCLB requirements.
Misc. 5 - Full Recommendation Grant special consideration should to schools that are small, rural and/or have limited resources to meet NCLB requirements such as highly qualified teachers, supplemental services, school choice, etc.
Misc. 6 - Summary of Recommendation NASBE Overarching Policy Recommendation
Effective teacher quality policies must include: state education board authority over teacher licensure and certification; pre-service teacher education programs aligned with K-12 standards; rigorous and comprehensive teacher preparation programs; elimination of emergency certification; performance-based approval for teacher education programs; and state-established background check process.
Misc. 6 - Full Recommendation

Overarching Policy Recommendation by NASBE

Effective teacher quality policies must include
:

  • State board of education authority over teacher licensure and certification, ensuring that these policies are fully integrated with the state education program.
  • Pre-service teacher education programs that have clearly articulated standards aligned with K-12 systems. 
  • Requiring the completion of an approved teacher education program (or alternative teacher preparation program) and demonstrated knowledge of basic skills, content area, child development, methods of instruction, and classroom management.
  • The limitation and ultimate elimination of emergency certification.
  • State-developed proficiency-based approval for teacher education programs.
  • A state-established process to examine the background, including any criminal record, of all school personnel.
Misc. 7 - Summary of Recommendation NASBE Overarching Policy Recommendation
True high school reform should: focus on literacy, school structure, teacher quality and dropout prevention; eliminate need for remediation; allow students to access online and higher education courses; create high school and postsecondary continuum; and ensure relevant, challenging and integrated curricula.
Misc. 7 - Full Recommendation

Overarching Policy Recommendation by NASBE

True high school reform should

  • Focus on the core issues of literacy, high school structure (including use of the school day and the school calendar), teacher quality, and dropout prevention. 
  • Eliminate the need for remediation by the time a student earns a high school diploma. 
  • Provide an opportunity for students to access online and higher education course, which can facilitate the transition of those students who pursue a college education.
  • Have a better alignment of high school with postsecondary institutions into a seamless P-16 continuum. 
  • Ensure that high schools have relevant, challenging, and integrated curricula taught by qualified teachers who will manage the need for remediation.



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