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Assessment, Standards & Curriculum (ASC)
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 all organizations' original recommendations for Assessment, Standards and Curriculum (ASC) are listed in this report. Please see the main page for additional reports and sources for the database.

Highlights
(See Abbreviation Key at end of table)

Organizations that addressed this issue: 15 of 15
AASA; AFT; BCSA; Comm. NCLB; CCSSO; ECS; Ed Trust; FEA; NAESP; NASBE; NASSP; NCSL; NEA; NGA; and NSBA

Organizations that did not address this issue: None

Comments
Most organizations suggested expanding the use of alternative assessments for students with disabilities and English Language Learners (ELL), as well as providing more assistance to develop these exams. There also were several recommendations to improve state assessment systems, along with data collection and analysis capacity. And half the organizations would like to see greater flexibility, whether in terms of the types of exams allowed (e.g., local or computer-based), grades tested or factoring in multiple test results.

About a handful of organizations recommended that states strengthen their standards to reflect a broader curriculum and level of skills, and to connect with college and work demands. A few organizations emphasized the need to bolster math, science and technology in schools. Many of these organizations suggested that NCLB must go beyond basic reading and math skills and ensure students are prepared for the 21st century and global economy. They hint at the need to strive for equity as well as excellence.


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 : American Association of School Administrators (AASA)
Assessment, Standards and Curriculum (ASC)
ASC 1 - Summary of Recommendation Continually improve state standards to ensure match skills and knowledge students expected to master in school.
ASC 1 - Full Recommendation Review and continually improve state content and performance standards for reading, math and science to create a clear path to the skills and knowledge students are ultimately expected to master is public schools.   
ASC 2 - Summary of Recommendation Develop state tests that allow tracking progress of students and student cohorts toward performance standards and AYP targets.
ASC 2 - Full Recommendation Develop statewide tests that permit charting the academic progress of both individual students and cohorts of students toward achieving state performance standards or comparing the percentage of students making adequate yearly progress by scoring at the proficient level on annual test scores.
ASC 3 - Summary of Recommendation Vertically align state standards and allow use of AYP or benchmarks to measure student progress toward growth expectations that are based on sample of student progress. 
ASC 3 - Full Recommendation Improve state accountability systems to more accurately evaluate the performance of schools and districts by establishing vertically aligned state content and performance standards that permit using either adequate yearly progress as a measure of success or benchmarks for student progress that establish annual expectations for growth in achievement, based on progress of a sample of other students across the state.
ASC 4 - Summary of Recommendation Create valid state tests for students with disabilities that are consistent with IEP benchmarks for meeting state standards.
ASC 4 - Full Recommendation Improve state accountability systems to more accurately evaluate the performance of schools and school districts by establishing statistically valid statewide tests, and local option assessments if used, for all special education students in schools using ESEA funds that are consistent with the annual achievement benchmarks in the students Individual Education Plan (IEP) toward mastery of state content and performance standards.
ASC 5 - Summary of Recommendation Allow districts to replace state assessments with local assessments keyed to state content and performance standards.
ASC 5 - Full Recommendation Create an option for school districts to replace state assessments with local assessments keyed to state content and performance standards that are more accurate and instructionally useful for both individual students and cohorts of students than the state tests. This option permits school districts using more accurate and instructionally useful measures to substitute their data for statewide test data or give equal weight to the local data in determining whether expectations for growth of Title I students meets state performance standards and narrows the gap between targeted students and higher achieving students in meeting state performance standards.  
ASC 6 - Summary of Recommendation Require states to create clear paths to the knowledge and skills students are expected to master throughout their schooling career.
ASC 6 - Full Recommendation Require states to help students, parents and teachers plan by laying out a clear path to the knowledge and skills students are expected to master throughout their schooling career.
Capacity Building, Innovation and Research & Development (CIRD)
Parent and Community Involvement (CPI)

NCLB Reauthorization : American Federation of Teachers (AFT)
Assessment, Standards and Curriculum (ASC)
ASC 1 - Summary of Recommendation Prohibit unnecessary and duplicative student testing.
ASC 1 - Full Recommendation

Prohibit unnecessary and duplicative student testing.

Rationale: States and districts should be required to audit their testing programs to prohibit them from layering unnecessary and duplicative tests on schools. Too much instructional time in classrooms is taken up by testing that is redundant or fails to yield timely or useful information.

ASC 2 - Summary of Recommendation Reduce schools’ exclusive focus on reading and math.
ASC 2 - Full Recommendation

Reduce schools’ exclusive focus on reading and math.

Rationale: Many districts are reporting a narrowing of the curriculum to only reading and math. Much of the extended time for reading and math instruction is devoted to test preparation drill instead of high quality instruction. If students are very far behind, they should be provided opportunities for additional intensive math or reading instruction beyond that available during the normal school day or year.

ASC 3 - Summary of Recommendation Offer grants for states to develop common standards, curriculum and assessments for more consistency in proficiency and growth definitions.
ASC 3 - Full Recommendation

Offer grants for voluntary consortia of states to develop common academic standards, curriculum, and assessments to provide more consistency in the definition of proficiency and growth across participating states.

Rationale: This initiative would allow states in the consortium to pool their resources and develop appropriate assessments that align with the regular state assessments for English language learners and students with disabilities, as is currently allowed but rarely done due to limited state resources.

ASC 4 - Summary of Recommendation Ensure state accountability systems fairly and accurately measure student progress and achievement, and are tied to standards and assessments.
ASC 4 - Full Recommendation

Ensure that state accountability systems are fair and accurate measures of student progress and achievement.

Rationale: Currently, states submit accountability plans and assert that the state standards are rigorous and the tests are valid, reliable, and aligned to the standards and curriculum. They use various methods and statistical procedures to set cut scores and to determine if schools and districts have made AYP. This process lacks transparency, and, as some states are granted waivers or other allowances while others are not, it also lacks credibility. A study of state accountability system, including standards, curriculum, and assessments, by a group such as the National Academy of Science, would strengthen the enterprise and provide credibility to the system.

ASC 5 - Summary of Recommendation Allow IEP teams to determine students with disabilities' participation in state assessments.
ASC 5 - Full Recommendation Allow Individual Education Plan (IEP) teams to determine how students with disabilities participate in state academic assessments.
ASC 6 - Summary of Recommendation Require states to develop tests and guidelines for ELL student accommodations.
ASC 6 - Full Recommendation Require states to develop native language and linguistically modified tests and to provide guidelines for school districts on appropriate accommodations for English language learner (ELL) students.
ASC 7 - Summary of Recommendation Ensure state tests are valid and reliable for ELL students when part of accountability.
ASC 7 - Full Recommendation Ensure that state tests are valid and reliable for English language learner (ELL) students when they are included in accountability systems.
Capacity Building, Innovation and Research & Development (CIRD)
Parent and Community Involvement (CPI)

NCLB Reauthorization : Business Coalition for Student Achievement (BCSA)
Assessment, Standards and Curriculum (ASC)
ASC 1 - Summary of Recommendation

Provide incentives for states to align state standards with college and workplace expectations for high school graduates.

ASC 1 - Full Recommendation

Provide incentives for states to raise academic standards and improve assessments to align them with college and workplace expectations.

These incentives should enable states to:

  • Improve state standards and assessments regularly, with input from business and higher education, so that students graduate from high school having demonstrated proficiency on assessments of the core knowledge, advanced problem-solving skills and critical thinking capacities needed to succeed in both postsecondary education and the workplace.

 

ASC 2 - Summary of Recommendation

Provide incentives for states to align standards and assessments with college and workplace expectations and benchmark them to world's best.

ASC 2 - Full Recommendation

Provide incentives for states to raise academic standards and improve assessments to align them with college and workplace expectations.

These incentives should enable states to:

  • Develop state consortia to collaborate on the development of standards and assessments benchmarked to the best in the world.

 

ASC 3 - Summary of Recommendation

Increase and align science, technology, engineering and math (STEM) funding with NCLB goals and require rigorous program evaluation.

ASC 3 - Full Recommendation

Increase and align science, technology, engineering and math (STEM) funding with the goals of NCLB and require rigorous program evaluation.

 

ASC 4 - Summary of Recommendation

Scale up programs to improve teaching and learning in science, technology, engineering and math (STEM) subjects.

ASC 4 - Full Recommendation

Focus federal funding on scaling up programs to improve teaching and learning in science, technology, engineering and math (STEM) subjects, such as Math Now and Math and Science Partnerships.

ASC 5 - Summary of Recommendation

Add science to AYP and support state participation in NAEP science assessments.

ASC 5 - Full Recommendation

Add science to the adequate yearly progress (AYP) accountability system and support state participation in National Assessment of Educational Progress (NAEP) science assessments.

ASC 6 - Summary of Recommendation Fund better assessments for students with disabilities and ELL students.
ASC 6 - Full Recommendation Fund development of better assessments for students with disabilities and English language learner (ELL) students.
Capacity Building, Innovation and Research & Development (CIRD)
Parent and Community Involvement (CPI)

NCLB Reauthorization : Commission on No Child Left Behind (Comm. NCLB)
Assessment, Standards and Curriculum (ASC)
ASC 1 - Summary of Recommendation Bar Education Department from interfering with state, district or school curriculum or program if it meets ESEA requirements.
ASC 1 - Full Recommendation Bar the U.S. Department of Education from interfering with the selection and use by a state, district or school of a curriculum or program if it meets the requirements outlined in a program funded under the ESEA.
ASC 2 - Summary of Recommendation Maintain and target federal support for developing state assessments to measure progress of all students.
ASC 2 - Full Recommendation Improve the quality of assessments to more accurately measure how all students are progressing by maintaining existing federal support for assessment development and targeting those funds to several new assessment priorities to support this goal.
ASC 3 - Summary of Recommendation Target federal funds to alternate assessments for students with disabilities and ELL students.
ASC 3 - Full Recommendation Target federal funds to creating and implementing alternate assessments for students with disabilities and English language learner (ELL) students.
ASC 4 - Summary of Recommendation Target federal funds to develop high-quality science assessments.
ASC 4 - Full Recommendation Target federal funds to further developing and implementing high-quality science assessments currently required under NCLB.
ASC 5 - Summary of Recommendation Target federal funds to upgrade test delivery and scoring technology for quicker and more accurate data.
ASC 5 - Full Recommendation Target federal funds on upgrading test delivery and scoring technology to yield quicker and more accurate data to districts, parents and schools.
ASC 6 - Summary of Recommendation Allow districts to use Title I funds for formative assessments aligned to state standards to improve instruction. Require such assessments for low-performing schools.
ASC 6 - Full Recommendation Provide teachers and parents with information on student progress throughout the year by permitting districts to use a portion of their Title I funds to develop or acquire and implement high-quality formative assessments aligned to state standards. These assessments would not be used for accountability purposes, but rather as tools to improve instruction to better address student needs. Formative assessments would be required for schools that are identified for improvement.
ASC 7 - Summary of Recommendation Develop state plans for universally designed assessment systems for all types of learners.
ASC 7 - Full Recommendation Offer a more inclusive environment for all types of learners by developing state plans for establishing universally designed assessment systems.
ASC 8 - Summary of Recommendation Require states to align grade-level tests to track student progress.
ASC 8 - Full Recommendation Require states to align grade-level tests to enable the tracking of student progress from year to year.
ASC 9 - Summary of Recommendation Require states to assess academic standards against requirements for success in college, workforce and society.
ASC 9 - Full Recommendation Ensure that students are ready to meet the demands of citizenship, education and work beyond high school by requiring states to assess their reading or language arts, mathematics and science standards against requirements for success in college and in challenging jobs. All states must complete this analysis—in consultation with representatives of higher education and business in their state—within one year of enactment of a reauthorized NCLB to participate in a national summit to be convened by the U.S. Secretary of Education.
ASC 10 - Summary of Recommendation Develop national model for standards and tests based on NAEP and give states three participation options.
ASC 10 - Full Recommendation

Raise the bar of expectations for all American children through the development of national model content and performance standards and tests in reading or language arts, mathematics and science based on National Assessment of Educational Progress (NAEP) frameworks. For NCLB accountability purposes, states could adopt the resulting national model standards and tests as their own; build their own assessment instruments based on the national model standards; or keep their existing (or revamped) standards and tests. States choosing the second or third option would have their standards and tests analyzed and compared to the national model.

ASC 11 - Summary of Recommendation Require Secretary of Education to issue reports comparing rigor of state standards to national model using  common metric.
ASC 11 - Full Recommendation Keep the public informed about states’ expectations by requiring the U.S. Secretary of Education to periodically issue reports comparing the rigor of all state standards to a national model using a common metric.
ASC 12 - Summary of Recommendation Require a 12th-grade state assessment to determine performance gains, teacher and principal effectiveness and preparation for college and work.
ASC 12 - Full Recommendation Ensure the continuous achievement of high school students by requiring states to administer an additional assessment in grade 12.

This 12th grade assessment will create a useful measure of a high school’s effectiveness in preparing students for life after high school and make possible the inclusion of growth calculations in AYP for high schools and Highly Qualified and Effective Teacher (HQET) and Highly Effective Principal (HEP) measurements. This assessment would not be the sole determinant of whether a student graduates and receives a diploma. States can consider awarding college credit in state-supported colleges and universities for students who show mastery of college-level material on this assessment.
ASC 13 - Summary of Recommendation Withhold funding if states do not develop and implement English language proficiency standards, assessments and achievement objectives.
ASC 13 - Full Recommendation Withhold a portion of a state’s administrative funding if that state has not fully developed and implemented English language proficiency standards, assessments and annual measurable achievement objectives.
ASC 14 - Summary of Recommendation Allow states to use alternate assessments in academic subjects and English proficiency for ELL students who have been in U.S. schools less than three years.
ASC 14 - Full Recommendation Increase assessment options for English language learner (ELL) students by allowing states to develop and implement alternate assessments in academic subjects and English language proficiency for ELL students who have been in U.S. schools for less than three years.
ASC 15 - Summary of Recommendation Require Education Department to develop common scale for measuring English proficiency.
ASC 15 - Full Recommendation Require the U.S. Department of Education to develop a common scale across states for measuring English proficiency.
ASC 16 - Summary of Recommendation Authorize districts to administer screening assessments to preschool and kindergarten students to identify learning needs.
ASC 16 - Full Recommendation Strengthen the preparation of preschool and kindergarten students by authorizing districts to administer screening assessments to students in preschool (where applicable) and kindergarten. These assessments would identify the learning needs of the students and help teachers and schools make adjustments in instruction, and would not be used for accountability purposes.
Capacity Building, Innovation and Research & Development (CIRD)
Parent and Community Involvement (CPI)

NCLB Reauthorization : Council of Chief State School Officers (CCSSO)
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)
Parent and Community Involvement (CPI)

NCLB Reauthorization : Education Commission of the States (ECS)
Assessment, Standards and Curriculum (ASC)
ASC 1 - Summary of Recommendation Allow greater variation in testing options, such as value-added, that are valid and tied to state standards.
ASC 1 - Full Recommendation Allow for greater variation in testing options; for example, computer-based adaptive and value-added assessments, exams that reflect the varying capabilities of students with disabilities, and other emerging assessments. Require each testing option to be documented as valid, reliable and aligned with state standards.
Capacity Building, Innovation and Research & Development (CIRD)
Parent and Community Involvement (CPI)

NCLB Reauthorization : Education Trust (Ed Trust)
Assessment, Standards and Curriculum (ASC)
ASC 1 - Summary of Recommendation Require Congress to create $750 million Curriculum Development Fund for states to develop high quality curriculum materials, provide professional development around curriculum and create assessments based on curriculum.
ASC 1 - Full Recommendation

Require Congress to create a new $750 million Curriculum Development Fund. Such funds should be used by states to: 

  • Develop and/or procure high-quality curriculum materials aligned with state standards
  • Provide high quality professional development to teachers around new curriculum materials
  • Create high quality interim/formative assessments based on new curriculum materials.

Fifty percent of these funds should be used by states to focus on the development, procurement and distribution of high-quality, high school-level materials. And no less than 10% of these funds should be provided to the Institute for Education Sciences to research and disseminate information on the effectiveness of curriculum materials developed and procured with these funds.

ASC 2 - Summary of Recommendation Continue Congressional support to improve quality of state assessments, including for ELL students and students with disabilities; create classroom assessments tied to state standards; and design college- and career- ready assessments.
ASC 2 - Full Recommendation

Continue Congressional $400 million annual support for state assessments. Such funds should be used by states to:

  • Improve the quality of their assessments used for adequate yearly progress (AYP)
  • Develop or improve assessments for English language learners (ELL) and students with disabilities
  • Create high-quality interim/formative assessments aligned with states standards to provide educators with quicker and more useful information about student learning growth; and/or 
  • Design new high-quality assessments—including end-of-course assessments— aligned to college and career ready standards.

States should be required to file annually, with the Secretary of Education, reports on the use of these funds.

ASC 3 - Summary of Recommendation Allow states to use achievement of college- and career-ready standards as alternative measure for AYP as long as states meet several specified requirements. States that raise these standards would be allowed to adjust AYP timelines and targets.
ASC 3 - Full Recommendation

Allow states to use college- and career-ready standards for calculating adequate yearly progress (AYP), but require a task force of K-12, higher education and business leaders. This approach would qualify as an alternative measure for AYP only if:

  • The state has an 11th grade assessment and performance standards that are aligned with the college- and career-ready standards, and has aligned its assessments and performance standards for elementary and middle grades to the 11th-grade, college-ready assessment
  • The state’s higher education system or SHEEO certifies that students meeting the proficient level on assessments aligned to the standards and administered at the 11th grade level would be, upon admission to any state college or university, placed into credit-bearing courses
  • Achievement of the “new basic” level would indicate preparation adequate for active citizenship and service in the military, entry into postsecondary education, and access to formal, employment-related training/education opportunities
  • States provide attestation from representatives of industry that the standards reflect the skills and knowledge necessary for meeting workplace demands
  • Evidence of appropriate rigor from third through at least 11th grade is accepted by a peer review panel appointed by the Secretary of Education.

States that raise their standards to college- and career-ready level would be allowed to set a new 12-year AYP timeline and adjust their targets such that:

  • States can set goals for 80% of students to demonstrate proficiency against college and career-ready standards. States also must set goals for 95% of students demonstrating basic achievement.
  • Both goals must be applied separately to each student group at the school, district and state level for AYP purposes.
Capacity Building, Innovation and Research & Development (CIRD)
Parent and Community Involvement (CPI)

NCLB Reauthorization : Forum on Educational Accountability (FEA)
Assessment, Standards and Curriculum (ASC)
ASC 1 - Summary of Recommendation Help states develop assessments that provide better and more timely student learning information.
ASC 1 - Full Recommendation Help states develop assessment systems that include district and school-based measures in order to provide better, more timely information about student learning.
ASC 2 - Summary of Recommendation Enforce NCLB assessment requirements related to alignment with state standards, technical quality, student progress measurement and diagnostic usefulness.
ASC 2 - Full Recommendation Strengthen enforcement of NCLB provisions requiring that assessments must:
  • Be aligned with state content and achievement standards
  • Be used for purposes for which they are valid and reliable
  • Be consistent with nationally recognized professional and technical standards
  • Be of adequate technical quality for each purpose required under the Act
  • Provide multiple, up-to-date measures of student performance including measures that assess higher order thinking skills and understanding
  • Provide useful diagnostic information to improve teaching and learning. 
ASC 3 - Summary of Recommendation Allow states to assess students annually in selected grades in elementary, middle and high schools.
ASC 3 - Full Recommendation Decrease the testing burden on states, schools and districts by allowing states to assess students annually in selected grades in elementary, middle schools and high schools.
Capacity Building, Innovation and Research & Development (CIRD)
Parent and Community Involvement (CPI)

NCLB Reauthorization : National Association of Elementary School Principals (NAESP)
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)
Parent and Community Involvement (CPI)

NCLB Reauthorization : National Association of State Boards of Education (NASBE)
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)
Parent and Community Involvement (CPI)

NCLB Reauthorization : National Association of Secondary School Principals (NASSP)
Assessment, Standards and Curriculum (ASC)
ASC 1 - Summary of Recommendation Require all public schools, charter schools and nonpublic schools receiving federal funds to use state assessments and AYP criteria.
ASC 1 - Full Recommendation Require all public schools, charter schools and nonpublic schools receiving federal funds to use the same state assessment and meet the same state criteria for determining AYP. Schools identified as “receiving schools” must meet AYP criteria and/or Safe Harbor provision to gain authorization to receive federally funded transfer students.
ASC 2 - Summary of Recommendation Require Education Department to accept all state high school "exit" documents as certification of graduation.
ASC 2 - Full Recommendation Allow students who complete high school with a state-approved exit document to be counted as graduates. 
  • States have approved many types of high school exit documents to meet the unique needs of students. 
  • Any document that a state has approved for graduation should be accepted by the Education Department.
ASC 3 - Summary of Recommendation Accept state high school "exit" documents for students with disabilities until they are 21 years old.
ASC 3 - Full Recommendation

Extend age to 21 years for special-needs students who complete high school with a state-approved exit document to be counted as graduates as defined by the Individuals with Disabilities Education Act (IDEA).

  • IDEA allows students with disabilities to be educated by and graduate from public high schools until age 21, inclusive; therefore, NCLB should adopt statutes already written into existing federal law.
ASC 4 - Summary of Recommendation Incorporate ELL student scores in AYP determination after they developed language proficiency based on state assessments.
ASC 4 - Full Recommendation

Incorporate the scores of English language learners (ELL) in AYP determination after these students have developed language proficiency, as evidenced by a research-based and state-approved assessment.

  • Research suggests that 7–10 years is required for individuals to become cognitive academic language proficient— the level of language proficiency required to demonstrate academic proficiency on assessment. NCLB requires reporting scores of new ELL students in three years, a period of time often insufficient for the development of language functionality.
  • The practice of testing students in the English language on academic assessments is confusing, inappropriate, and of little value for ELL students who have not yet mastered the language.

 

ASC 5 - Summary of Recommendation Base AYP multiple assessment results and multiple opportunities to retake state tests.
ASC 5 - Full Recommendation Base AYP on the results of multiple assessments and multiple opportunities to retake state tests. Multiple assessments provide greater reliability in determining individual student progress toward meeting graduation requirements.
ASC 6 - Summary of Recommendation Expand alternative assessments for students with disabilities that are counted for AYP.
ASC 6 - Full Recommendation

Expand the number of alternative assessments that are counted toward making AYP to accommodate schools that have high populations of students with cognitive disabilities and more accurately reflect the true school population of students with cognitive disabilities.

  • Expanding the percentage of students who may count toward the number of alternative assessments helps to accommodate schools and districts that have high populations of students with cognitive disabilities and more accurately reflect the true population of students with cognitive disabilities.
Capacity Building, Innovation and Research & Development (CIRD)
Parent and Community Involvement (CPI)

NCLB Reauthorization : National Conference of State Legislatures (NCSL)
Assessment, Standards and Curriculum (ASC)
ASC 1 - Summary of Recommendation Recognize IDEA takes precedence over NCLB for students with disabilities. Allow states to use IEPs to determine appropriate curriculum, standards and assessments for students with disabilities.
ASC 1 - Full Recommendation Recognize the Individuals with Disabilities Education Act (IDEA) as the prevailing federal law regarding students with disabilities. It should take precedence over NCLB. States should be allowed to use Individual Education Plans (IEPs) to determine an appropriate curriculum, standards and assessment system for students with disabilities.
ASC 2 - Summary of Recommendation Allow states to determine percentage of students with disabilities for whom out-of-level standards and tests are appropriate, based on IEPs.

ASC 2 - Full Recommendation Allow states to determine the percentage of the special education population that would be best educated according to out-of-level standards and tested accordingly, based on Individual Education Plans (IEPs). Districts should be able to petition the state if they need to exceed the exemption level. Regardless of where this exemption level is set and in recognition that the special education population is not uniformly dispersed across states and school districts, these decisions should be made at the discretion of states.
ASC 3 - Summary of Recommendation Allow states to determine when to use native-language or English-only tests for ELL students.
ASC 3 - Full Recommendation Provide states flexibility to determine when to administer native-language tests to English language learner (ELL) students and when to use English-only tests.
Capacity Building, Innovation and Research & Development (CIRD)
Parent and Community Involvement (CPI)

NCLB Reauthorization : National Education Association (NEA)
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)
Parent and Community Involvement (CPI)

NCLB Reauthorization : National Governors Association (NGA)
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)
Parent and Community Involvement (CPI)

NCLB Reauthorization : National School Boards Association (NSBA)
Assessment, Standards and Curriculum (ASC)
ASC 1 - Summary of Recommendation Offer alternative assessments, based on IEP, to students with disabilities for AYP purposes.
ASC 1 - Full Recommendation Offer students with disabilities an alternate assessment for the purpose of determining AYP, provided that any such assessment is reflected by the student’s Individual Education Plan and is based on the IEP team’s evaluation and the services to be provided for that student – and meets parent consent requirements for IEPs.
ASC 2 - Summary of Recommendation Allow students with disabilities' alternate assessments to include out of grade-level tests and base AYP on gain/growth or adjusted scores.
ASC 2 - Full Recommendation Allow alternate assessments for students with disabilities to include out of level assessments consistent with Individual Education Plans (IEP). Likewise, a student’s test results for the purpose of determining AYP may be based on gain scores toward meeting the state standard for proficient or on an adjusted “cut ” score for determining proficient.
ASC 3 - Summary of Recommendation Allow ELL students to take alternate assessment for up to three years, based on individual targets for meeting state standards.
ASC 3 - Full Recommendation Provide English language learner (ELL) students an alternate assessment that is based on making specific gains individually determined for that student toward meeting state standards for up to three years, as determined by the local school district.
ASC 4 - Summary of Recommendation Use higher score of students assessed more than once prior to beginning of next school year for determining AYP.
ASC 4 - Full Recommendation Use the higher score achieved by a student who is assessed more than once prior to the beginning of the next school year as the sole score for that student for the purposes of determining AYP.
ASC 5 - Summary of Recommendation Include assessment scores for AYP purposes of students who take exams prior to year normally offered and score proficient or above.

ASC 5 - Full Recommendation Allow a student's score to be counted for the purpose of determining AYP if the student scores proficient or above on an assessment taken prior to the academic year in which that assessment is normally offered. However, if that student fails to score at the proficient level, that student’s score will not be counted for determining AYP.
ASC 6 - Summary of Recommendation Require nonpublic school students receiving Title I benefits to take same assessments as public schools, with accountability and test reporting requirements.
ASC 6 - Full Recommendation Require students receiving Title I benefits in nonpublic schools to be given the same assessments, as public school students, with appropriate accountability and test reporting requirements to parents and school districts that are required by NCLB to provide consultative services to those non public schools.
Capacity Building, Innovation and Research & Development (CIRD)
Parent and Community Involvement (CPI)


Abbreviation Key for Organizations:
AASA = American Association of School Administrators
AFT = American Federation of Teachers
BCSA = Business Coalition for Student Achievement
Comm. NCLB = Commission on No Child Left Behind
CCSSO = Council of Chief State School Officers
ECS = Education Commission of the States
Ed Trust = Education Trust
FEA = Forum on Educational Accountability
NAESP = National Association of Elementary School Principals
NASBE = National Association of State Boards of Education
NASSP = National Association of Secondary School Principals
NCSL = National Conference of State Legislatures NEA = National Education Association
NGA = National Governors Association
NSBA = National School Boards Association


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