Education Commission of the States

Education Commission of the States • 700 Broadway, Suite 1200 • Denver, CO 80203-3460 • 303.299.3600 • Fax: 303.296.8332 • www.ecs.org

Commission on No Child Left Behind (Comm. NCLB)
Summary of Recommendations
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 of the Commission on No Child Left Behind's (Comm. NCLB) original recommendations are listed in this report. Please see the main database page for additional reports.

Highlights
Issues addressed: 15 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; Teaching Quality; and Miscellaneous/Overarching.

Issues not addressed: 1 of 16
Safe Schools

Areas of emphasis:
Assessment, Standards and Curriculum; Adequate Yearly Progress; English Language Learners; and Teaching Quality.

Source:
Beyond NCLB: Fulfilling the Promise to Our Nation’s Children (February 2007)

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 : Commission on No Child Left Behind (Comm. NCLB)

Adequate Yearly Progress (AYP)

AYP 1 - Summary of Recommendation Allow states to include achievement growth in AYP calculations.

AYP 2 - Summary of Recommendation Require states to include science assessment results in AYP calculations and set annual science performance objectives.

AYP 3 - Summary of Recommendation Require schools to be identified for improvement if miss AYP for same subgroup in same subject for two consecutive years.

AYP 4 - Summary of Recommendation Restrict minimum subgroup size to 20 or lower and confidence intervals to 95% or lower, but give education secretary waiver authority.

AYP 5 - Summary of Recommendation Maintain Education Department’s 1% policy on alternative standards and assessments for students with severe cognitive disabilities and reduce cap to 1% of students assessed against modified standards.

AYP 6 - Summary of Recommendation Strengthen procedures for determining which students with disabilities should use alternative assessments and standards or be assessed against modified standards for AYP purposes.

AYP 7 - Summary of Recommendation Extend time period, from two years to three years, that ELL students who have attained English proficiency can remain in ELL subgroup for AYP.

AYP 8 - Summary of Recommendation Require states to conform to NGA graduation rate compact, hold schools accountable for closing graduation gap, and require schools to disaggregate graduation rate data and "other" AYP indicator.

AYP 9 - Summary of Recommendation Require states to align grade-level tests to track annual student progress.

AYP 10 - Summary of Recommendation Develop national model for standards and tests based on NAEP and give states three participation options for AYP purposes.

AYP 11 - Summary of Recommendation Require Secretary of Education to issue reports comparing rigor of state standards to a national model using common metric.

AYP 12 - Summary of Recommendation Require districts with low performing high schools to develop and implement comprehensive improvement plans.

AYP 13 - Summary of Recommendation Require a 12th-grade state assessment to determine performance gains, teacher and principal effectiveness and preparation for college and work.

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 2 - Summary of Recommendation Maintain and target federal support for developing state assessments to measure progress of all students.

ASC 3 - Summary of Recommendation Target federal funds to alternate assessments for students with disabilities and ELL students.

ASC 4 - Summary of Recommendation Target federal funds to develop high-quality science assessments.

ASC 5 - Summary of Recommendation Target federal funds to upgrade test delivery and scoring technology for quicker and more accurate data.

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 7 - Summary of Recommendation Develop state plans for universally designed assessment systems for all types of learners.

ASC 8 - Summary of Recommendation Require states to align grade-level tests to track student progress.

ASC 9 - Summary of Recommendation Require states to assess academic standards against requirements for success in college, workforce and society.

ASC 10 - Summary of Recommendation Develop national model for standards and tests based on NAEP and give states three participation options.

ASC 11 - Summary of Recommendation Require Secretary of Education to issue reports comparing rigor of state standards to national model using 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 13 - Summary of Recommendation Withhold funding if states do not develop and implement English language proficiency standards, assessments and 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 15 - Summary of Recommendation Require Education Department to develop common scale for measuring English proficiency.

ASC 16 - Summary of Recommendation Authorize districts to administer screening assessments to preschool and kindergarten students to identify learning needs.

Capacity Building, Innovation and Research & Development (CIRD)

CIRD 1 - Summary of Recommendation Bolster state and district capacity to help low-performing schools by increasing Title I set aside funds and focusing restructuring on highest-need schools.

CIRD 2 - Summary of Recommendation Double federal research budget and target funds to help schools meet NCLB goals.

Consequences and Interventions (CI)

CI 1 - Summary of Recommendation Increase choice options by requiring schools that make AYP to reserve 10% of seats for student transfers and districts to audit available space.

CI 2 - Summary of Recommendation Require districts unable to accommodate school transfer requests to offer SES to students.

CI 3 - Summary of Recommendation Require schools in corrective action to select comprehensive set of interventions, rather than single option presently required.

CI 4 - Summary of Recommendation Require Education Department to provide further guidance on what constitutes "any other major restructuring option."

CI 5 - Summary of Recommendation Focus on improving instruction and learning in struggling schools, rather than making district structural changes.

CI 6 - Summary of Recommendation Bolster state and district capacity to help low-performing schools by increasing Title I set aside funds and focusing restructuring on highest-need schools.

CI 7 - Summary of Recommendation Give schools full school year to implement interventions before moving to next level of consequences, and remove schools from improvement status once restructuring is implemented.

CI 8 - Summary of Recommendation Require districts to adopt comprehensive improvement plans if more than half of high schools miss AYP.

CI 9 - Summary of Recommendation Require districts to identify point of contact for parents on supplemental services and school choice.

Data Systems and Reporting (DSR)

DSR 1 - Summary of Recommendation Require states to conform to NGA graduation rate compact, hold schools accountable for closing graduation gap and require schools to disaggregate graduation rate data and "other" AYP indicator.

DSR 2 - Summary of Recommendation Target federal funds on upgrading test delivery and scoring technology for quicker and more accurate data.

DSR 3 - Summary of Recommendation Require states to include additional information in their annual report cards related to student performance, graduation rates and to teachers and principals.

DSR 4 - Summary of Recommendation Require states to develop high-quality longitudinal data systems and provide professional development for users. States with existing systems must meet specific data element requirements.

DSR 5 - Summary of Recommendation Increase Institute of Education Sciences’ longitudinal data systems grant program to assist with state data systems.

DSR 6 - Summary of Recommendation Require states to submit independent audit reports certifying their data systems meet high-quality requirements.

DSR 7 - Summary of Recommendation Implement and require regular reporting of Education Department's system to track migrant student health and education records.

DSR 8 - Summary of Recommendation Require states to submit counts of migrant children and document accuracy of data, which should be audited by Education Department.

Early Childhood Education (ECE)

ECE 1 - Summary of Recommendation Authorize districts to administer screening assessments to preschool and kindergarten students to identify learning needs.

English Language Learners (ELL)

ELL 1 - Summary of Recommendation Extend time period, from two years to three years, that ELL students who have attained English proficiency to remain in the ELL subgroup for AYP.

ELL 2 - Summary of Recommendation Target federal funds to alternate assessments for students with disabilities and ELL students.

ELL 3 - Summary of Recommendation Withhold funding if states do not develop and implement English language proficiency standards, assessments and achievement objectives.

ELL 4 - 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.

ELL 5 - Summary of Recommendation Require Education Department to develop common scale for measuring English proficiency.

ELL 6 - Summary of Recommendation Require states to establish teacher certification endorsement for those spending more than 25% of time instructing ELL students.

ELL 7 - Summary of Recommendation Implement and require regular reporting of Education Department's system to track migrant student health and education records.

ELL 8 - Summary of Recommendation Give priority assistance to migrant students who are low achieving, mobile or disabled.

ELL 9 - Summary of Recommendation Ensure migrant students with disabilities receive evaluations and services under IDEA.

ELL 10 - Summary of Recommendation Require states to submit counts of migrant children and document accuracy of data, which should be audited by Education Department.

ELL 11 - Summary of Recommendation Expand qualifications for migrant workers, therefore, allowing their children to qualify for migrant educational programs.

ELL 12 - Summary of Recommendation Require Education Department to coordinate migrant services with Departments of Labor and Health and Human Services.

Funding Issues (FI)

FI 1 - Summary of Recommendation Allow districts to reserve 1% of SES funds for administration.

FI 2 - Summary of Recommendation Bolster state and district capacity to help low-performing schools by increasing Title I set aside funds and focusing restructuring on highest-need schools.

FI 3 - Summary of Recommendation Withhold funding if states do not develop and implement English language proficiency standards, assessments and achievement objectives.

High Schools (HS)

HS 1 - Summary of Recommendation Require states to conform to NGA graduation rate compact, hold schools accountable for closing graduation gaps and require schools to disaggregate graduation rate data and "other" AYP indicator.

HS 2 - Summary of Recommendation Require districts with low performing high schools to develop and implement comprehensive improvement plans.

HS 3 - Summary of Recommendation Require a 12th-grade state assessment to determine performance gains, teacher and principal effectiveness and preparation for college and work.

Other Programs (OP)

OP 1 - Summary of Recommendation Require schools to determine availability of social and mental health services when developing improvement plans.

Safe Schools (SS)

SS 1 - Summary of Recommendation No recommendations identified for this issue.

School Leadership (SL)

SL 1 - Summary of Recommendation Establish definition of Highly Effective Principal (HEP) and require all principals in Title I schools to meet requirements.

SL 2 - Summary of Recommendation Require districts in need of improvement to dedicate portion of Title I funds to principal professional development.

SL 3 - Summary of Recommendation Focus teacher and principal professional development funding on activities proven to strengthen teacher instruction.

SL 4 - Summary of Recommendation Include principals in needs assessments for teachers and principals before allocating Title II funds.

SL 5 - Summary of Recommendation Allow principals in Title I schools to refuse transfer of teachers who are not highly qualified or effective.

SL 6 - Summary of Recommendation Require a 12th-grade state assessment to determine performance gains, teacher and principal effectiveness and preparation for college and work.

Students with Disabilities (SWD)

SWD 1 - Summary of Recommendation Maintain Education Department’s 1% policy on alternative standards and assessments for students with severe cognitive disabilities and reduce cap to 1% of students assessed against modified standards.

SWD 2 - Summary of Recommendation Strengthen procedures for determining which students with disabilities should use alternative assessments and standards or be assessed against modified standards.

SWD 3 - Summary of Recommendation Target federal funds to alternate assessments for students with disabilities and ELL students.

SWD 4 - Summary of Recommendation Ensure migrant students with disabilities receive evaluations and services under IDEA.

Supplemental Education Services (SES)

SES 1 - Summary of Recommendation Require districts unable to accommodate school transfer requests to offer SES to students.

SES 2 - Summary of Recommendation Improve access to SES by requiring districts to offer space in school facilities for private providers if offered to other entities.

SES 3 - Summary of Recommendation Expand SES enrollment opportunities and allow districts to form consortiums to improve supplemental services.

SES 4 - Summary of Recommendation Allow districts to reserve 1% of SES funds for administration.

SES 5 - Summary of Recommendation Require districts to establish a point of contact for parents on SES and public school choice.

SES 6 - Summary of Recommendation Require states and Education Department to evaluate impact of SES providers on student achievement.

Teaching Quality (TQ)

TQ 1 - Summary of Recommendation Assess teacher quality on effectiveness to raise student achievement rather than just on qualifications, and change definition to Highly Qualified and Effective Teacher (HQET).

TQ 2 - Summary of Recommendation
Guarantee professional development to teachers at risk of not attaining new Highly Qualified and Effective Teacher (HQET) status.

TQ 3 - Summary of Recommendation Focus teacher and principal professional development funding on activities proven to strengthen teacher instruction.

TQ 4 - Summary of Recommendation
Include principals in needs assessments for teachers and principals before allocating Title II funds.

TQ 5 - Summary of Recommendation
Require all schools to have similar expenditures for teacher salaries and comparable numbers of Highly Qualified and Effective Teachers (HQET).

TQ 6 - Summary of Recommendation Allow principals in Title I schools to refuse transfer of teachers who are not highly qualified and effective.

TQ 7 - Summary of Recommendation Require higher education institutions to set goals for increasing teacher graduates for shortage areas.

TQ 8 - Summary of Recommendation
Require higher education institutions to set goals for linking instruction with needs of schools and demands teachers will face.

TQ 9 - Summary of Recommendation Require districts with high teacher turnover to develop comprehensive plans to recruit and retain effective teachers, including from nontraditional routes.

TQ 10 - Summary of Recommendation
Create incentives for certification and licensing reciprocity agreements across states and study pension portability.

TQ 11 - Summary of Recommendation Require a 12th-grade state assessment to determine performance gains, teacher and principal effectiveness and preparation for college and work.

TQ 12 - Summary of Recommendation
Require states to establish teacher certification endorsement for those spending more than 25% of time instructing ELL students.

Miscellaneous/Overarching (Misc.)

Misc. 1 - Summary of Recommendation Allow parents and others to hold districts, states and the Education Department accountable for implementing NCLB.

© 2008 by the Education Commission of the States (ECS). All rights reserved. ECS is a nonprofit interstate compact that helps state leaders shape education policy.

To request permission to excerpt part of this publication, either in print or electronically, please fax a request to the attention of the ECS Communications Department, 303.296.8332 or e-mail ecs@ecs.org.

Helping State Leaders Shape Education Policy

Adequate Yearly Progress (AYP)
AYP 1 - Summary of Recommendation	Allow states to include achievement growth in AYP calculations.
AYP 2 - Summary of Recommendation	Require states to include science assessment results in AYP calculations and set annual science performance objectives.
AYP 3 - Summary of Recommendation	Require schools to be identified for improvement if miss AYP for same subgroup in same subject for two consecutive years.
AYP 4 - Summary of Recommendation	Restrict minimum subgroup size to 20 or lower and confidence intervals to 95% or lower, but give education secretary waiver authority.
AYP 5 - Summary of Recommendation	Maintain Education Department’s 1% policy on alternative standards and assessments for students with severe cognitive disabilities and reduce cap to 1% of students assessed against modified standards.
AYP 6 - Summary of Recommendation	Strengthen procedures for determining which students with disabilities should use alternative assessments and standards or be assessed against modified standards for AYP purposes.
AYP 7 - Summary of Recommendation	Extend time period, from two years to three years, that ELL students who have attained English proficiency can remain in ELL subgroup for AYP.
AYP 8 - Summary of Recommendation	Require states to conform to NGA graduation rate compact, hold schools accountable for closing graduation gap, and require schools to disaggregate graduation rate data and "other" AYP indicator.
AYP 9 - Summary of Recommendation	Require states to align grade-level tests to track annual student progress.
AYP 10 - Summary of Recommendation	Develop national model for standards and tests based on NAEP and give states three participation options for AYP purposes.
AYP 11 - Summary of Recommendation	Require Secretary of Education to issue reports comparing rigor of state standards to a national model using common metric.
AYP 12 - Summary of Recommendation	Require districts with low performing high schools to develop and implement comprehensive improvement plans.
AYP 13 - Summary of Recommendation	Require a 12th-grade state assessment to determine performance gains, teacher and principal effectiveness and preparation for college and work.
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 2 - Summary of Recommendation	Maintain and target federal support for developing state assessments to measure progress of all students.
ASC 3 - Summary of Recommendation	Target federal funds to alternate assessments for students with disabilities and ELL students.
ASC 4 - Summary of Recommendation	Target federal funds to develop high-quality science assessments.
ASC 5 - Summary of Recommendation	Target federal funds to upgrade test delivery and scoring technology for quicker and more accurate data.
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 7 - Summary of Recommendation	Develop state plans for universally designed assessment systems for all types of learners.
ASC 8 - Summary of Recommendation	Require states to align grade-level tests to track student progress.
ASC 9 - Summary of Recommendation	Require states to assess academic standards against requirements for success in college, workforce and society.
ASC 10 - Summary of Recommendation	Develop national model for standards and tests based on NAEP and give states three participation options.
ASC 11 - Summary of Recommendation	Require Secretary of Education to issue reports comparing rigor of state standards to national model using 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 13 - Summary of Recommendation	Withhold funding if states do not develop and implement English language proficiency standards, assessments and 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 15 - Summary of Recommendation	Require Education Department to develop common scale for measuring English proficiency.
ASC 16 - Summary of Recommendation	Authorize districts to administer screening assessments to preschool and kindergarten students to identify learning needs.
Capacity Building, Innovation and Research & Development (CIRD)
CIRD 1 - Summary of Recommendation	Bolster state and district capacity to help low-performing schools by increasing Title I set aside funds and focusing restructuring on highest-need schools.
CIRD 2 - Summary of Recommendation	Double federal research budget and target funds to help schools meet NCLB goals.
Consequences and Interventions (CI)
CI 1 - Summary of Recommendation	Increase choice options by requiring schools that make AYP to reserve 10% of seats for student transfers and districts to audit available space.
CI 2 - Summary of Recommendation	Require districts unable to accommodate school transfer requests to offer SES to students.
CI 3 - Summary of Recommendation	Require schools in corrective action to select comprehensive set of interventions, rather than single option presently required.
CI 4 - Summary of Recommendation	Require Education Department to provide further guidance on what constitutes "any other major restructuring option."
CI 5 - Summary of Recommendation	Focus on improving instruction and learning in struggling schools, rather than making district structural changes.
CI 6 - Summary of Recommendation	Bolster state and district capacity to help low-performing schools by increasing Title I set aside funds and focusing restructuring on highest-need schools.
CI 7 - Summary of Recommendation	Give schools full school year to implement interventions before moving to next level of consequences, and remove schools from improvement status once restructuring is implemented.
CI 8 - Summary of Recommendation	Require districts to adopt comprehensive improvement plans if more than half of high schools miss AYP.
CI 9 - Summary of Recommendation	Require districts to identify point of contact for parents on supplemental services and school choice.
Data Systems and Reporting (DSR)
DSR 1 - Summary of Recommendation	Require states to conform to NGA graduation rate compact, hold schools accountable for closing graduation gap and require schools to disaggregate graduation rate data and "other" AYP indicator.
DSR 2 - Summary of Recommendation	Target federal funds on upgrading test delivery and scoring technology for quicker and more accurate data.
DSR 3 - Summary of Recommendation	Require states to include additional information in their annual report cards related to student performance, graduation rates and to teachers and principals.
DSR 4 - Summary of Recommendation	Require states to develop high-quality longitudinal data systems and provide professional development for users. States with existing systems must meet specific data element requirements.
DSR 5 - Summary of Recommendation	Increase Institute of Education Sciences’ longitudinal data systems grant program to assist with state data systems.
DSR 6 - Summary of Recommendation	Require states to submit independent audit reports certifying their data systems meet high-quality requirements.
DSR 7 - Summary of Recommendation	Implement and require regular reporting of Education Department's system to track migrant student health and education records.
DSR 8 - Summary of Recommendation	Require states to submit counts of migrant children and document accuracy of data, which should be audited by Education Department.
Early Childhood Education (ECE)
ECE 1 - Summary of Recommendation	Authorize districts to administer screening assessments to preschool and kindergarten students to identify learning needs.
English Language Learners (ELL)
ELL 1 - Summary of Recommendation	Extend time period, from two years to three years, that ELL students who have attained English proficiency to remain in the ELL subgroup for AYP.
ELL 2 - Summary of Recommendation	Target federal funds to alternate assessments for students with disabilities and ELL students.
ELL 3 - Summary of Recommendation	Withhold funding if states do not develop and implement English language proficiency standards, assessments and achievement objectives.
ELL 4 - 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.
ELL 5 - Summary of Recommendation	Require Education Department to develop common scale for measuring English proficiency.
ELL 6 - Summary of Recommendation	Require states to establish teacher certification endorsement for those spending more than 25% of time instructing ELL students.
ELL 7 - Summary of Recommendation	Implement and require regular reporting of Education Department's system to track migrant student health and education records.
ELL 8 - Summary of Recommendation	Give priority assistance to migrant students who are low achieving, mobile or disabled.
ELL 9 - Summary of Recommendation	Ensure migrant students with disabilities receive evaluations and services under IDEA.
ELL 10 - Summary of Recommendation	Require states to submit counts of migrant children and document accuracy of data, which should be audited by Education Department.
ELL 11 - Summary of Recommendation	Expand qualifications for migrant workers, therefore, allowing their children to qualify for migrant educational programs.
ELL 12 - Summary of Recommendation	Require Education Department to coordinate migrant services with Departments of Labor and Health and Human Services.
Funding Issues (FI)
FI 1 - Summary of Recommendation	Allow districts to reserve 1% of SES funds for administration.
FI 2 - Summary of Recommendation	Bolster state and district capacity to help low-performing schools by increasing Title I set aside funds and focusing restructuring on highest-need schools.
FI 3 - Summary of Recommendation	Withhold funding if states do not develop and implement English language proficiency standards, assessments and achievement objectives.
High Schools (HS)
HS 1 - Summary of Recommendation	Require states to conform to NGA graduation rate compact, hold schools accountable for closing graduation gaps and require schools to disaggregate graduation rate data and "other" AYP indicator.
HS 2 - Summary of Recommendation	Require districts with low performing high schools to develop and implement comprehensive improvement plans.
HS 3 - Summary of Recommendation	Require a 12th-grade state assessment to determine performance gains, teacher and principal effectiveness and preparation for college and work.
Other Programs (OP)
OP 1 - Summary of Recommendation	Require schools to determine availability of social and mental health services when developing improvement plans.
Safe Schools (SS)
SS 1 - Summary of Recommendation	No recommendations identified for this issue.
School Leadership (SL)
SL 1 - Summary of Recommendation	Establish definition of Highly Effective Principal (HEP) and require all principals in Title I schools to meet requirements.
SL 2 - Summary of Recommendation	Require districts in need of improvement to dedicate portion of Title I funds to principal professional development.
SL 3 - Summary of Recommendation	Focus teacher and principal professional development funding on activities proven to strengthen teacher instruction.
SL 4 - Summary of Recommendation	Include principals in needs assessments for teachers and principals before allocating Title II funds.
SL 5 - Summary of Recommendation	Allow principals in Title I schools to refuse transfer of teachers who are not highly qualified or effective.
SL 6 - Summary of Recommendation	Require a 12th-grade state assessment to determine performance gains, teacher and principal effectiveness and preparation for college and work.
Students with Disabilities (SWD)
SWD 1 - Summary of Recommendation	Maintain Education Department’s 1% policy on alternative standards and assessments for students with severe cognitive disabilities and reduce cap to 1% of students assessed against modified standards.
SWD 2 - Summary of Recommendation	Strengthen procedures for determining which students with disabilities should use alternative assessments and standards or be assessed against modified standards.
SWD 3 - Summary of Recommendation	Target federal funds to alternate assessments for students with disabilities and ELL students.
SWD 4 - Summary of Recommendation	Ensure migrant students with disabilities receive evaluations and services under IDEA.
Supplemental Education Services (SES)
SES 1 - Summary of Recommendation	Require districts unable to accommodate school transfer requests to offer SES to students.
SES 2 - Summary of Recommendation	Improve access to SES by requiring districts to offer space in school facilities for private providers if offered to other entities.
SES 3 - Summary of Recommendation	Expand SES enrollment opportunities and allow districts to form consortiums to improve supplemental services.
SES 4 - Summary of Recommendation	Allow districts to reserve 1% of SES funds for administration.
SES 5 - Summary of Recommendation	Require districts to establish a point of contact for parents on SES and public school choice.
SES 6 - Summary of Recommendation	Require states and Education Department to evaluate impact of SES providers on student achievement.
Teaching Quality (TQ)
TQ 1 - Summary of Recommendation	Assess teacher quality on effectiveness to raise student achievement rather than just on qualifications, and change definition to Highly Qualified and Effective Teacher (HQET).
TQ 2 - Summary of Recommendation	Guarantee professional development to teachers at risk of not attaining new Highly Qualified and Effective Teacher (HQET) status.
TQ 3 - Summary of Recommendation	Focus teacher and principal professional development funding on activities proven to strengthen teacher instruction.
TQ 4 - Summary of Recommendation	Include principals in needs assessments for teachers and principals before allocating Title II funds.
TQ 5 - Summary of Recommendation	Require all schools to have similar expenditures for teacher salaries and comparable numbers of Highly Qualified and Effective Teachers (HQET).
TQ 6 - Summary of Recommendation	Allow principals in Title I schools to refuse transfer of teachers who are not highly qualified and effective.
TQ 7 - Summary of Recommendation	Require higher education institutions to set goals for increasing teacher graduates for shortage areas.
TQ 8 - Summary of Recommendation	Require higher education institutions to set goals for linking instruction with needs of schools and demands teachers will face.
TQ 9 - Summary of Recommendation	Require districts with high teacher turnover to develop comprehensive plans to recruit and retain effective teachers, including from nontraditional routes.
TQ 10 - Summary of Recommendation	Create incentives for certification and licensing reciprocity agreements across states and study pension portability.
TQ 11 - Summary of Recommendation	Require a 12th-grade state assessment to determine performance gains, teacher and principal effectiveness and preparation for college and work.
TQ 12 - Summary of Recommendation	Require states to establish teacher certification endorsement for those spending more than 25% of time instructing ELL students.
Miscellaneous/Overarching (Misc.)
Misc. 1 - Summary of Recommendation	Allow parents and others to hold districts, states and the Education Department accountable for implementing NCLB.