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National Education Association (NEA)
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 Education Association's (NEA) original recommendations are listed in this report. Please see the main database page for additional reports.

Highlights
Issues addressed: 14 of 16
Adequate Yearly Progress; Assessment, Standards and Curriculum; Capacity Building, Innovation and Research & Development; Consequences and Interventions; Data Systems and Reporting; Early Childhood; English Language Learners; Finance; High Schools; Other Programs; School Leadership; Students with Disabilities; Supplemental Education Services; and Teaching Quality.

Issues not addressed: 2 of 16
Safe Schools; and Miscellaneous/Overarching.

Areas of emphasis:
Teaching Quality; Finance; Assessment, Standards and Curriculum; and Other Programs.

Source:
ESEA: It’s Time for a Change! NEA's Positive Agenda for the ESEA Reauthorization (July 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 Education Association (NEA)
Adequate Yearly Progress (AYP)
AYP 1 - Summary of Recommendation Base AYP on multiple measures of student learning and school success.
AYP 1 - Full Recommendation Base accountability upon multiple measures of student learning and school success.
AYP 2 - Summary of Recommendation Give states flexibility with accountability systems and which grades to test.
AYP 2 - Full Recommendation Give states the flexibility to design accountability systems that produce results, including deciding in which grades to administer annual statewide tests.
AYP 3 - Summary of Recommendation Allow use of growth models to measure progress, but not to penalize schools.
AYP 3 - Full Recommendation Give states flexibility to utilize growth models and other measures of progress that assess student achievement over time, and recognize improvement on all points of the achievement scale. Growth models should not be used to penalize schools or teachers, but to inform instruction and interventions.
AYP 4 - Summary of Recommendation Ensure assessment and accountability systems align with standards and curricula, improve student learning and do not narrow curricula.
AYP 4 - Full Recommendation Ensure assessment and accountability systems are closely aligned with high standards and classroom curricula, provide timely data to help improve student learning, and are comprehensive and flexible so that they do not result in narrowing of the curricula.
AYP 5 - Summary of Recommendation Apply accountability systems to high schools without increasing dropout rates.
AYP 5 - Full Recommendation Require that comprehensive accountability systems appropriately apply to high schools without increasing dropout rates.
Assessment, Standards and Curriculum (ASC)
ASC 1 - Summary of Recommendation Give states flexibility with accountability systems and which grades to test.
ASC 1 - Full Recommendation Give states the flexibility to design accountability systems that produce results, including deciding in which grades to administer annual statewide tests.
 
ASC 2 - Summary of Recommendation Ensure assessments are valid, reliable and provide common-sense flexibility for all student groups.
ASC 2 - Full Recommendation Ensure assessment systems are appropriate, valid and reliable for all groups of students, including students with disabilities and English language learner (ELL) students, and provide for common-sense flexibility for assessing these student subgroups.
ASC 3 - Summary of Recommendation Ensure assessment and accountability systems align with standards and curricula, improve student learning and do not narrow curricula.
ASC 3 - Full Recommendation Ensure assessment and accountability systems are closely aligned with high standards and classroom curricula, provide timely data to help improve student learning, and are comprehensive and flexible so that they do not result in narrowing of the curricula.
ASC 4 - Summary of Recommendation Create grant program to ensure schools offer a comprehensive curriculum.
ASC 4 - Full Recommendation Create a federal grant program to assist schools in ensuring all students have access to a comprehensive curriculum.
ASC 5 - Summary of Recommendation Ensure standards and assessments include skills and knowledge necessary for work and civic life in 21st century.
ASC 5 - Full Recommendation Ensure standards and assessments incorporate the nature of work and civic life in the 21st century: high level thinking, learning, and global understanding skills, and sophisticated information, communication and technology literacy competencies.
ASC 6 - Summary of Recommendation Provide funding for assessments that measure higher order thinking skills.
ASC 6 - Full Recommendation Provide adequate funding to develop and improve assessments that measure higher order thinking skills.
ASC 7 - Summary of Recommendation Provide funding for appropriate assessments for students with disabilities and ELL students.
ASC 7 - Full Recommendation Provide adequate funding to develop and improve appropriate assessments for students with disabilities and English language learner (ELL) students.
ASC 8 - Summary of Recommendation Provide funding for states/districts to administer assessments and to collect and interpret testing data.
ASC 8 - Full Recommendation Provide adequate funding to assist state and local education agencies in administering assessments, and collecting and interpreting data in a timely manner so it can be useful to educators.
Capacity Building, Innovation and Research & Development (CIRD)
CIRD 2 - Summary of Recommendation Provide funding to assist states/districts with administering assessments and with collecting and interpreting test data.
CIRD 2 - Full Recommendation Provide adequate funding to assist state and local education agencies in administering assessments, and collecting and interpreting data in a timely manner so it can be useful to educators.
Consequences and Interventions (CI)
CI 1 - Summary of Recommendation Ensure accountability systems provide and target support and assistance to schools/districts most in need of improvement.
CI 1 - Full Recommendation Ensure accountability systems provide support and assistance, including financial support for improvement and technical assistance to those schools needing help, with targeted assistance to those schools and districts most in need of improvement.
CI 2 - Summary of Recommendation Intervene in schools that fail to improve after receiving additional resources and assistance.
CI 2 - Full Recommendation Provide supportive interventions to schools that fail to close achievement gaps after receiving additional financial resources, technical assistance and other supports.
CI 3 - Summary of Recommendation Allow time to implement improvement plans before applying sanctions; apply sanctions only when same subgroup fails same subject; target choice and SES to groups that fail AYP; and provide SES before school choice.

 
CI 3 - Full Recommendation

Correct specific flaws of current AYP system if certain elements are maintained. These corrections include:

  • Providing more than one year to implement improvement plans before subjecting schools or districts to additional sanctions
  • Designating schools or districts as "in need of improvement" only when the same subgroup of students fails to make AYP in the same subject for at least two consecutive years
  • Targeting school choice and supplemental educational services (SES) to the specific subgroups that fail to make AYP
  • Providing SES prior to providing school choice; and ensuring that SES providers serve all eligible students and utilize only highly qualified teachers.
CI 4 - Summary of Recommendation Provide separate funding for school improvement and technical assistance programs.
CI 4 - Full Recommendation Provide a separate ESEA funding stream for school improvement programs to assist districts and schools.
CI 5 - Summary of Recommendation Apply AYP consequences to schools only when Title I is funded at authorized level.
CI 5 - Full Recommendation Establish a trigger whereby any consequences facing schools falling short of a revised accountability system are implemented only when Title I is funded at its authorized level.
CI 6 - Summary of Recommendation Provide separate funding stream for SES and school choice.
CI 6 - Full Recommendation Provide a separate ESEA funding stream for supplemental education services and school choice, if these mandates remain in the law.
Data Systems and Reporting (DSR)
DSR 1 - Summary of Recommendation Provide funding to assist states/districts with administering assessments, and collecting and interpreting test data.
DSR 1 - Full Recommendation Provide adequate funding to assist state and local education agencies in administering assessments, and collecting and interpreting data in a timely manner so it can be useful to educators.
Early Childhood Education (ECE)
ECE 1 - Summary of Recommendation Fund additional programs, including child nutrition and health, Head Start, IDEA and child care.
ECE 1 - Full Recommendation Adequately fund important children's and education programs outside of ESEA, including child nutrition, Head Start, IDEA, children's health, child care and related programs.
English Language Learners (ELL)
ELL 1 - Summary of Recommendation Ensure assessments are valid, reliable and provide common-sense flexibility for all student groups, including ELL students.
ELL 1 - Full Recommendation Ensure assessment systems are appropriate, valid and reliable for all groups of students, including students with disabilities and English language learner (ELL) students, and provide for common-sense flexibility for assessing these student subgroups.
ELL 2 - Summary of Recommendation Provide funding for appropriate assessments for students with disabilities and ELL students.
ELL 2 - Full Recommendation Provide adequate funding to develop and improve appropriate assessments for students with disabilities and English language learner (ELL) students.
Funding Issues (FI)
FI 1 - Summary of Recommendation Create grant program to ensure schools offer comprehensive curriculum.
FI 1 - Full Recommendation Create a federal grant program to assist schools in ensuring all students access to a comprehensive curriculum.
FI 2 - Summary of Recommendation Fund ESEA programs at authorized levels.
FI 2 - Full Recommendation Fully fund ESEA programs at their authorized levels.
FI 3 - Summary of Recommendation Ensure states and districts have adequate funding to implement NCLB mandates by enforcing Sec. 9527(a) of law.
FI 3 - Full Recommendation Enforce Sec. 9527(a) of NCLB, which prevents the federal government from requiring states and school districts to spend their own funds -- beyond what they receive from the federal government -- to implement federal mandates.
FI 4 - Summary of Recommendation Provide separate funding stream for school improvement and technical assistance programs.
FI 4 - Full Recommendation Provide a separate ESEA funding stream for school improvement programs to assist districts and schools.
FI 5 - Summary of Recommendation Provide funding for assessments that measure higher order thinking skills.
FI 5 - Full Recommendation Provide adequate funding to develop and improve assessments that measure higher order thinking skills.
FI 6 - Summary of Recommendation Apply AYP consequences to schools only when Title I funded at authorized level.
FI 6 - Full Recommendation Establish a trigger whereby any consequences facing schools falling short of the new accountability system are implemented only when Title I is funded at its authorized level.
FI 7 - Summary of Recommendation Provide separate funding stream for SES and school choice.
FI 7 - Full Recommendation Provide a separate ESEA funding stream for supplemental education services and school choice, if these mandates remain in the law.
FI 8 - Summary of Recommendation Provide adequate funding for appropriate assessments for students with disabilities and ELL students.
FI 8 - Full Recommendation Provide adequate funding to develop and improve appropriate assessments for students with disabilities and English language learner (ELL) students.
FI 9 - Summary of Recommendation Assist schools with using money more effectively.
FI 9 - Full Recommendation Provide technical assistance to schools to help them use money more effectively.
High Schools (HS)
HS 1 - Summary of Recommendation Apply accountability systems to high schools without increasing dropout rates.
HS 1 - Full Recommendation Require that comprehensive accountability systems appropriately apply to high schools without increasing dropout rates.
Other Programs (OP)
OP 1 - Summary of Recommendation Restore Class Size Reduction program to provide class size of 15 students.
OP 1 - Full Recommendation Restore the Class Size Reduction program that existed prior to NCLB to provide an optimum class size of 15 students.
OP 2 - Summary of Recommendation Provide grants and tax subsidies for school building upgrades for smaller classes.
OP 2 - Full Recommendation Provide schools with federal support -- through both direct grants and tax subsidies -- for school modernization to accommodate smaller classes.
OP 3 - Summary of Recommendation Provide hard-to-staff schools with sufficient, well-trained administrators and support professionals.
OP 3 - Full Recommendation Provide hard-to-staff schools with an adequate number of well-trained administrators and support professionals, including paraeducators, counselors, social workers, school nurses, psychologists and clerical support.
OP 4 - Summary of Recommendation Encourage school-parent compacts that list involvement expectations and opportunities.
OP 4 - Full Recommendation Provide programs that encourage school-parent compacts that provide a clearly defined list of parental expectations and opportunities.
OP 5 - Summary of Recommendation Provide programs and resources to make schools hub of communities.
OP 5 - Full Recommendation Provide programs and resources to assist in making schools the hub of the community.
OP 6 - Summary of Recommendation Expand funding for Parent Information and Resource Centers (PIRC) program.
OP 6 - Full Recommendation Expand funding for the Parent Information and Resource Centers (PIRC) program in ESEA.
OP 7 - Summary of Recommendation Include effective parental communication and engagement strategies in teacher professional development.
OP 7 - Full Recommendation Include training in the skills and knowledge needed for effective parental and family communication and engagement strategies as part of teacher professional development.
OP 8 - Summary of Recommendation Create employer incentives or requirements allowing parents to participate in school activities.
OP 8 - Full Recommendation Provide incentives or require employers to provide parents a reasonable amount of leave to participate in their children's school activities.
Safe Schools (SS)
SS 1 - Summary of Recommendation No recommendations identified for this issue.
School Leadership (SL)
SL 1 - Summary of Recommendation Provide hard-to-staff schools with sufficient, well-trained administrators and support professionals.
SL 1 - Full Recommendation Provide hard-to-staff schools with an adequate number of well-trained administrators and support professionals, including paraeducators, counselors, social workers, school nurses, psychologists and clerical support.
Students with Disabilities (SWD)
SWD 1 - Summary of Recommendation Ensure assessments are appropriate, valid and reliable for all groups of students, including students with disabilities and ELL students.
SWD 1 - Full Recommendation Ensure assessment systems are appropriate, valid and reliable for all groups of students, including students with disabilities and English language learner (ELL) students, and provide for common-sense flexibility for assessing these student subgroups.
SWD 2 - Summary of Recommendation Provide funding for appropriate assessments for students with disabilities and ELL students.
SWD 2 - Full Recommendation Provide adequate funding to develop and improve appropriate assessments for students with disabilities and English language learner (ELL) students.
Supplemental Education Services (SES)
SES 1 - Summary of Recommendation Allow time to implement improvement plans before applying sanctions; apply sanctions only when same subgroup fails same subject; target choice and SES to groups that fail AYP; provide SES before school choice.
SES 1 - Full Recommendation

Correct specific flaws of current AYP system if certain elements are maintained. These corrections include:

  • Providing more than one year to implement improvement plans before subjecting schools or districts to additional sanctions
  • Designating schools or districts as "in need of improvement" only when the same subgroup of students fails to make AYP in the same subject for at least two consecutive years
  • Targeting school choice and supplemental educational services (SES) to the specific subgroups that fail to make AYP
  • Providing SES prior to providing school choice; and ensuring that SES providers serve all eligible students and utilize only highly qualified teachers.
SES 2 - Summary of Recommendation Provide separate funding stream for SES and school choice.
SES 2 - Full Recommendation Provide a separate ESEA funding stream for supplemental education services and school choice, if these mandates remain in the law.
Teaching Quality (TQ)
TQ 1 - Summary of Recommendation Align Title II Teacher Quality State Grant program with National Staff Development Council (NSDC) standards.
TQ 1 - Full Recommendation Ensure the Title II Teacher Quality State Grant program is aligned with the National Staff Development Council (NSDC) standards.
TQ 2 - Summary of Recommendation Provide federally funded salary enhancements for teachers who achieve National Board Certification.
TQ 2 - Full Recommendation Provide federally funded salary enhancements for teachers who achieve National Board Certification, with a smaller salary incentive for teachers who complete this rigorous process and receive a score, but do not achieve certification.
TQ 3 - Summary of Recommendation Create grant program to compensate teachers who take on new roles to assist colleagues.
TQ 3 - Full Recommendation Create a grant program that provides additional compensation for teachers with specific knowledge and skills who take on new roles to assist their colleagues.
TQ 4 - Summary of Recommendation Provide development and education opportunities for support professionals.
TQ 4 - Full Recommendation Expand opportunities for education support professionals to broaden and enhance their skills and knowledge, including compensation for taking additional courses or doing course work for advanced degrees.
TQ 5 - Summary of Recommendation Provide federal grants to pair new teachers with experienced mentor teachers.
TQ 5 - Full Recommendation Provide federal grants that encourage districts and schools to assist new teachers by pairing them with an experienced mentor teacher in a shared classroom.
TQ 6 - Summary of Recommendation Provide financial incentives for teachers and support professionals who work in low-performing or high-poverty schools.
TQ 6 - Full Recommendation Provide financial incentives - both direct federal subsidies and tax credits -- for retention, relocation and housing for teachers and support professionals who work in schools identified as "in need of improvement" or high-poverty schools, and stay in such schools for at least five years.
TQ 7 - Summary of Recommendation Provide hard-to-staff schools with sufficient, well-trained administrators and support professionals, including paraeducators.
TQ 7 - Full Recommendation Provide hard-to-staff schools with an adequate number of well trained administrators and support professionals, including paraeducators, counselors, social workers, school nurses, psychologists and clerical support.
TQ 8 - Summary of Recommendation Provide adequate time for paraeducators transferred to Title I schools to meet highly qualified standards.
TQ 8 - Full Recommendation Provide paraeducators who are involuntarily transferred to a Title I school and who have not met the highly qualified standard with adequate time to meet the requirement.
TQ 9 - Summary of Recommendation Grant reciprocity across states and districts for highly qualified paraeducators.
TQ 9 - Full Recommendation Grant reciprocity for paraeducators who meet the highly qualified standard when they move to another state or district, with different qualifications.
TQ 10 - Summary of Recommendation Revise highly qualified teacher definition to recognize state licensure/certification and eliminate nonessential requirements and loopholes.
TQ 10 - Full Recommendation Revise the definition of highly qualified teachers to recognize state licensure/certification, eliminate nonessential requirements that create unnecessary obstacles, and eliminate loopholes in the scope of coverage.
TQ 11 - Summary of Recommendation Provide additional time for teachers to become highly qualified if significant implementation problems have occurred.
TQ 11 - Full Recommendation Provide teachers who may not meet the highly qualified standard by the current deadlines, due to significant implementation problems, with assistance and additional time to meet the requirement.
TQ 12 - Summary of Recommendation Include effective parental communication and engagement strategies in teacher professional development.
TQ 12 - Full Recommendation Include training in the skills and knowledge needed for effective parental and family communication and engagement strategies as part of teacher professional development.
Miscellaneous/Overarching (Misc.)
Misc. 1 - Summary of Recommendation No recommendations identified for this issue.



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