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

Highlights
Issues addressed: 13 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; Safe Schools; Students with Disabilities; Supplemental Education Services; Teaching Quality; and Miscellaneous/Overarching.

Issues not addressed: 3 of 16
Early Childhood; High Schools; and School Leadership.

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

Source:
ECW-02. Education Reform Policy (Revised March 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 Governors Association (NGA)
Adequate Yearly Progress (AYP)
AYP 1 - Summary of Recommendation Determine accountability measures at the state level, not the federal level.
AYP 1 - Full Recommendation Determine accountability measures at the state level, not the federal level.

Maximum flexibility in designing state accountability systems, including testing, is critical to preserve the amalgamation of federal funding, local control of education and state responsibility for system-wide reform.
AYP 2 - Summary of Recommendation Use voluntary value-added or growth models to determine AYP.
AYP 2 - Full Recommendation Use voluntary value-added or growth models to determine AYP.

Congress should work closely with governors in the development of legislation dealing with value-added or growth models to ensure maximum state flexibility and utility, while preserving the tenets of NCLB to raise student achievement. All states should be eligible to utilize value-added or growth models.
AYP 3 - Summary of Recommendation Provide flexibility in AYP to give ELL students time to overcome language barriers and make academic gains. Ensure ELL gains are reflected in school data.
AYP 3 - Full Recommendation Encourage Congress and the Administration to work with governors to provide flexibility within AYP to ensure that English language learner (ELL) students are given adequate time to overcome language barriers and make academic gains, and that ELL student gains are accurately reflected within school data.
AYP 4 - Summary of Recommendation Refine AYP to reflect the academic progress of students with disabilities.
AYP 4 - Full Recommendation Refine AYP to reflect the academic progress of students with disabilities.

Governors believe that flexibility on alternate and modified assessments for students with disabilities should be addressed in the law. Additionally, Congress should continue to work with governors to ensure accountability for the education of students with disabilities while also providing flexibility for and recognition of schools and states making progress.
AYP 5 - Summary of Recommendation Prevent use of NAEP as state proficiency measurement, substitute for state assessment or for rewards/sanctions; consult with governors before mandating 12th grade NAEP assessment; and ensure NAEP expenses are reimbursed.
AYP 5 - Full Recommendation Limit uses of National Assessment of Educational Progress (NAEP), consult with governors before mandating a 12th grade NAEP assessment and ensure all state and local NAEP expenses are fully reimbursed.

State NAEP results are not comparable with state assessment results, since NAEP is not based on or aligned with individual state academic standards. NAEP should not be used as the primary measure of state proficiency or as a substitute for state assessments. Rewards or sanctions should not be levied on a state based on its NAEP results, but should rely on the state's own accountability system. In addition, governors believe it is important to recognize that NAEP is designed as a representative sample and should not be required of every student; however, NAEP should provide appropriate accommodations for students with disabilities. Given the variety and breadth of high school assessments, Congress and the administration should closely consult with governors before mandating a twelfth grade NAEP. The federal government must continue to ensure that all related state and local NAEP assessment expenses are fully reimbursed.
Assessment, Standards and Curriculum (ASC)
ASC 1 - Summary of Recommendation Approve state plans related to any new NCLB assessment requirements if plans meet goals of federal accountability policies.
ASC 1 - Full Recommendation Ensure the U.S. Department of Education approves a state's assessment plan as being in compliance with any new federal requirements for annual state student assessments if the plan meets the goals of federal accountability policies.

Governors support the requirement in NCLB to annually assess students in reading and math in grades three through eight, as well as once in high school, and believe that a combination of state and local testing satisfies federal assessment requirements.
ASC 2 - Summary of Recommendation Encourage students to pursue math and science careers through rigorous curricula, research and development systems, and accountability for students and teachers.
ASC 2 - Full Recommendation Inspire young people to pursue science and math in their future education and careers. This can be achieved by implementing real reform policies that emphasize strong educational and research development systems at every level; by implementing rigorous math and science curriculum in schools; and by featuring strong accountability for both students and teachers.

ASC 3 - Summary of Recommendation Continue funding for student and family literacy initiatives.
ASC 3 - Full Recommendation Continue funding for student and family literacy initiatives. Governors believe that literacy programs such as Reading First are important components of comprehensive literacy services.
ASC 4 - Summary of Recommendation Develop federal initiatives to educate a more knowledgeable citizenry through subjects such as history, geography and civics.
ASC 4 - Full Recommendation Develop federal initiatives that seek to help states educate a more knowledgeable citizenry.

Efforts that focus on improving teachers' knowledge and supporting the state development of model curricula for history, geography and civics are examples of initiatives that will help schools, school districts and states better prepare their students for life in a global economy, while allowing states flexibility to meet specific state situations.
ASC 5 - Summary of Recommendation Prevent use of NAEP as state proficiency measurement, substitute for state assessment or for rewards/sanctions; consult with governors before mandating 12th grade NAEP assessment; and ensure NAEP expenses are reimbursed.

ASC 5 - Full Recommendation Limit uses of National Assessment of Educational Progress (NAEP), consult with governors before mandating a 12th grade NAEP assessment and ensure all state and local NAEP expenses are fully reimbursed.

State NAEP results are not comparable with state assessment results, since NAEP is not based on or aligned with individual state academic standards. NAEP should not be used as the primary measure of state proficiency or as a substitute for state assessments. Rewards or sanctions should not be levied on a state based on its NAEP results, but should rely on the state's own accountability system. In addition, governors believe it is important to recognize that NAEP is designed as a representative sample and should not be required of every student; however, NAEP should provide appropriate accommodations for students with disabilities. Given the variety and breadth of high school assessments, Congress and the administration should closely consult with governors before mandating a twelfth grade NAEP. The federal government must continue to ensure that all related state and local NAEP assessment expenses are fully reimbursed.
Capacity Building, Innovation and Research & Development (CIRD)
CIRD 1 - Summary of Recommendation Provide states authority, time and flexibility to assist low performing schools, and provide resources to build state capacity for these efforts.
CIRD 1 - Full Recommendation Expand the current authority granted to states in NCLB to quickly address areas of need in their education systems. Governors urge Congress to expand and reinforce gubernatorial authority in this area as well. Any federal sanctions should provide states with the time, flexibility, technical assistance and clear authority to resolve problems and assist schools in need of improvement. In addition, governors urge Congress to provide additional support to states to assist schools in need of improvement, since meaningful school reform requires substantial resources and capacity.
CIRD 2 - Summary of Recommendation Target Title I funds to schools with highest concentration of low-income students and assist state efforts to close achievement gaps among student subgroups.
CIRD 2 - Full Recommendation Continue to target Title I funds to schools with the highest concentration of students living in poverty. Congress also should support targeted assistance for states working to raise student achievement among struggling subgroups of students.
CIRD 3 - Summary of Recommendation Encourage students to pursue math and science careers through rigorous curricula, strong educational and research and development systems, and accountability for students and teachers.
CIRD 3 - Full Recommendation Inspire young people to pursue science and math in their future education and careers. This can be achieved by implementing real reform policies that emphasize strong educational and research development systems at every level; by implementing rigorous math and science curriculum in schools; and by featuring strong accountability for both students and teachers.
CIRD 4 - Summary of Recommendation Support and maintain funding for Innovative Programs under NCLB, which provides flexible funds to help raise student achievement.
CIRD 4 - Full Recommendation Support and maintain funding for Title V, Part A, Innovative Programs of NCLB, which is an important program that provides critical, flexible funds to state departments of education and local school districts to help raise and improve student academic achievement. Despite the enhanced flexibility of NCLB, states and local schools continue to rely on this important program to provide and supplement educational services and resources that improve students' academic achievement.
Consequences and Interventions (CI)
CI 1 - Summary of Recommendation Offer states rewards or incentives for raising student performance and holding schools to high standards.
CI 1 - Full Recommendation Offer states rewards or incentives for raising student performance and holding schools to high standards.

Governors believe that states should be enabled to reward or incentivize schools and districts that raise student achievement. States, districts and schools that improve should not be penalized by the withdrawal of rewards or incentives when increased student achievement is reached. Federal funds should be available to states for such rewards or incentives, and any federal rewards or incentives program should be funded without a reduction in funding for critical education programs.
CI 2 - Summary of Recommendation Allow states to offer SES before providing school choice.
CI 2 - Full Recommendation Allow states to raise student achievement by first offering supplemental services before providing school choice. Governors support this logical progression of services for students, with an emphasis on helping students receive high quality services while staying in their school.
CI 3 - Summary of Recommendation Provide states authority, time and flexibility to assist low performing schools, and provide resources to build state capacity for these efforts.
CI 3 - Full Recommendation Expand the current authority granted to states in NCLB to quickly address areas of need in their education systems. Governors urge Congress to expand and reinforce gubernatorial authority in this area as well. Any federal sanctions should provide states with the time, flexibility, technical assistance and clear authority to resolve problems and assist schools in need of improvement. In addition, governors urge Congress to provide additional support to states to assist schools in need of improvement, since meaningful school reform requires substantial resources and capacity.
CI 4 - Summary of Recommendation

Target Title I funds to schools with highest concentration of low-income students and assist state efforts to close achievement gaps among student subgroups.

CI 4 - Full Recommendation

Continue to target Title I funds to schools with the highest concentration of students living in poverty. Congress also should support targeted assistance for states working to raise student achievement among struggling subgroups of students.

Data Systems and Reporting (DSR)
DSR 1 - Summary of Recommendation Promote, reward and fund state P-16 data collection systems, and align NCLB with other federal education data requirements.
DSR 1 - Full Recommendation Promote, reward and fund the voluntary use of state P-16 data collection systems. Congress and the administration also must align NCLB and other federal education data requirements.

Exemplary state longitudinal data systems that measure student progress will help pinpoint the holes in the education pipeline by improving system-wide accountability and the relationship between teaching and learning, as well as inform resource allocation.
Early Childhood Education (ECE)
ECE 1 - Summary of Recommendation No recommendations identified for this issue.
English Language Learners (ELL)
ELL 1 - Summary of Recommendation Provide flexibility in AYP to give ELL students time to overcome language barriers and make academic gains. Ensure ELL gains are reflected in school data.
ELL 1 - Full Recommendation Encourage Congress and the administration to work with governors to provide flexibility within AYP to ensure that English language learner (ELL) students are given adequate time to overcome language barriers and make academic gains, and that ELL student gains are accurately reflected within school data.
Funding Issues (FI)
FI 1 - Summary of Recommendation Fund real costs of achieving proficiency for all students, invest in effective education reforms, and do not withhold funding from struggling schools or states.

FI 1 - Full Recommendation Support full funding for the real costs of achieving proficiency for all children. Federal policy and funds should focus on supports and incentives for raising student achievement; federal funds should not be withheld from struggling schools or their states, as this would reduce financial resources at a time when additional assistance is necessary.

Congress must make critical and substantial investments in education to support school reform -- through enhanced and aligned data systems, meaningful technical assistance, reliable research, ongoing professional development, enhanced student support services and strong accountability systems -- for the achievement gap to close and for every child to succeed.
FI 2 - Summary of Recommendation Reduce and streamline NCLB administrative costs and burdens on states to save federal dollars.
FI 2 - Full Recommendation Reduce and streamline the administrative costs and burdens of NCLB on states, which could achieve considerable federal savings.
High Schools (HS)
HS 1 - Summary of Recommendation No recommendations identified for this issue.
Other Programs (OP)
OP 1 - Summary of Recommendation Continue investing in programs, such as assistive technology and E-Rate, that support 21st century skills attainment.
OP 1 - Full Recommendation Continue investing in critical programs -- including, but not limited to, Title V, assistive technology and E-Rate --that support teacher and student mastery of 21st century skills.
OP 2 - Summary of Recommendation Support distance learning and provide state technical assistance to expand such programs. 
OP 2 - Full Recommendation Support distance learning programs and provide enhanced technical assistance to state education departments in the development, deployment and expansion of distance learning programs essential for academic subjects, advanced placement coursework and technical training.
OP 3 - Summary of Recommendation Support continued funding of student and family literacy initiatives.
OP 3 - Full Recommendation Support continued funding of student and family literacy initiatives. Governors believe that literacy programs such as Reading First are important components of comprehensive literacy services.
OP 4 - Summary of Recommendation Allow states to use federal funds for parent involvement in schools and in collaboration with other agencies.
OP 4 - Full Recommendation Allow states to use federal funds to encourage and expand the work of schools through programs designed to support parents as their child's first teacher and to further parents' participation in their children's education while also promoting collaboration with other programs and agencies that support parent involvement.
OP 5 - Summary of Recommendation Support state efforts that promote healthy and nutritional school programs, and give states flexibility to coordinate human services to meet students' multiple needs.

 
OP 5 - Full Recommendation Support states in promoting healthy schools through voluntary child nutrition in school meals and classes; physical activity; and partnerships among schools, families and the community on school health and wellness initiatives.

Governors also support fresh fruit and vegetable programs for school meals. In addition, many states have realigned their human services delivery systems to ensure that young children come to school ready to learn and that these children's health and emotional needs are being met so they can focus on learning. Federal education programs, including opportunities for waivers from existing regulations, should give states the option to coordinate human services delivery systems.
OP 6 - Summary of Recommendation Continue adequate funding for Impact Aid to avoid unfunded mandate on states/districts.
OP 6 - Full Recommendation Continue federal funding for impact aid. Any reduction in the federal government's commitment to impact aid would result in an unfunded mandate on states and local school districts.
OP 7 - Summary of Recommendation Support and expand school construction bond program to upgrade and modernize educational facilities.
OP 7 - Full Recommendation Support school construction through the Qualified Zone Academy Bond program and expand its use to new construction so that states may continue to upgrade and modernize educational facilities. The federal government also should ensure that the annual authorized limit on the federal tax credit is sufficient to meet states' needs.
Safe Schools (SS)
SS 1 - Summary of Recommendation Continue funding for school safety and drug abuse prevention and allow state agencies to coordinate federal funds for these programs.
SS 1 - Full Recommendation Continue to support the specific set-aside to assist governors in implementing school safety and drug abuse prevention efforts and allow states to coordinate related federal funds across state agencies for supporting state and local efforts to create a safe learning environment for all children.
School Leadership (SL)
SL 1 - Summary of Recommendation No recommendations identified for this issue.
Students with Disabilities (SWD)
SWD 1 - Summary of Recommendation Refine AYP to reflect the academic progress of students with disabilities.
SWD 1 - Full Recommendation Refine AYP to reflect the academic progress of students with disabilities.

Governors believe that flexibility on alternate and modified assessments for students with disabilities should be addressed in the law. Additionally, Congress should continue to work with governors to ensure accountability for the education of students with disabilities while also providing flexibility for and recognition of schools and states making progress.
Supplemental Education Services (SES)
SES 1 - Summary of Recommendation Allow states offer SES before providing school choice.
SES 1 - Full Recommendation Allow states to raise student achievement by first offering supplemental services before providing school choice. Governors support this logical progression of services for students, with an emphasis on helping students receive high quality services while staying in their school.
Teaching Quality (TQ)
TQ 1 - Summary of Recommendation Support states' efforts to create highly qualified teacher workforce, and ensure professional development is aligned with states standards and improves student achievement.
TQ 1 - Full Recommendation Support state efforts to create a highly qualified teacher workforce. Ensure professional development activities are aligned with the state's content and student performance standards and should be tied to improving student achievement.

Some successful strategies for creating a strong workforce include high-quality and relevant professional development activities for teachers; teacher testing and certification based on high standards, such as those developed by the National Board for Professional Teaching Standards; merit or performance pay; teacher academies; alternative routes to certification; and other methods to ensure that teachers in all classrooms have knowledge of both subject matter and teaching methods.

TQ 2 - Summary of Recommendation Support strategies to encourage excellent teachers to accept challenging assignments, but do not create federal programs linking teacher preparation with student performance. 
TQ 2 - Full Recommendation Support state or federal strategies to encourage the nation's best teachers to accept the most challenging teaching assignments. While governors support current state efforts to align teacher preparation and school leader preparation programs, any federalized efforts to link teacher preparation programs with student performance should be opposed by Congress.
TQ 3 - Summary of Recommendation Provide flexibility for teachers of multiple subjects in high-need areas, particularly for special education and rural teachers.
TQ 3 - Full Recommendation Provide and codify flexibility for teachers of multiple subjects in high-need areas, particularly for special education teachers and teachers in rural areas. Flexibility is crucial to ameliorating excessive burdens and teacher shortages due to highly qualified teacher requirements.
Miscellaneous/Overarching (Misc.)
Misc. 1 - Summary of Recommendation Recognize and reinforce governors' role in education and require state education departments to consult with governors on NCLB.
Misc. 1 - Full Recommendation

Federal law should support gubernatorial authority and state responsibility for K-12 education. NCLB must recognize and reinforce the leading role of governors in education. Governors believe it is essential for state education agencies to adhere fully to the consultation requirements of NCLB. The U.S. Secretary of Education should require certification of compliance.

Misc. 2 - Summary of Recommendation Create a P-16 alignment of NCLB's goals and requirements with other federal education and workforce laws.
Misc. 2 - Full Recommendation Create a P-16 alignment of the requirements, goals and outcomes of NCLB with other federal education and workforce laws, promoting excellent education and smooth transitions for all students.

P-16 alignment is critical to ensure that students are prepared for and successful at each step within the education system and prepared for work, postsecondary education and life. Vigorous coordination among federal, state and local education entities is important in fostering P-16 alignment of education laws.
Misc. 3 - Summary of Recommendation Grant secretary of education enhanced NCLB waiver authority for unforeseen circumstances, such as emergencies, natural disasters or economic downturns.
Misc. 3 - Full Recommendation Grant the U.S. Secretary of Education enhanced NCLB waiver authority for unforeseen issues and circumstances that arise. 

Governors support the important NCLB provisions on exceptional or uncontrollable circumstances, such as natural disasters, emergencies or a precipitous decline in the state's economy. Moreover, governors believe that the U.S. Secretary of Education should be provided greater and broader waiver authority in times of natural disasters or emergencies for states. This waiver authority should include but not be limited to extending or waiving reporting requirements; waiving or modifying fiscal requirements related to maintenance-of-effort; modifying the required and allowable uses of federal funds; waiving any matching requirements for federal funds; expanding federal transferability of funds and carry-over authority for states; extending the length of time for states and schools to obligate federal funds; and adding flexibility for teacher qualifications and adequate yearly progress.



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