No Child Left Behind Act

I. What are the basic provisions of theNo Child Left Behind Act (NCLBA)?

The NCLBA is a federal law signed into law January 8, 2002.
NCLBA revised the 1965 Elementary and Secondary Education Act.
Its purpose is to ensure that each child in the United States meets the high learning standards set in his state.
All States must demonstrate improvement in student test scores in reading and mathematics each year.
All students will reach minimum proficiency or better in reading or mathematics by the end of the 2013-2014 school year.
All limited-English proficient students will become proficient in English.
By January 8, 2005, all students will be taught by highly qualified teachers in core subject areas.
All students will be educated in a learning environment that is safe, drug free and conducive to learning.
All students will graduate from high school.

II. How has the State of Illinois implemented the NCLBA?

The State of Illinois holds schools and districts accountable under NCLBA legislation.
Illinois students will be expected to meet the high learning standards established by the State of Illinois.
The progress of students will be judged yearly by their performance on a single test – the Illinois Standards Assessment Test (ISAT), for grades 3-8, and the Prairie State Achievement Examination (PSAE) for grade 11. In July, 2003, the U.S. Department of Education approved Illinois’ plan for aligning State accountability with the new federal law.
The State will aggregate and disaggregate assessment results and will report student achievement results for each school through its Illinois State Report Card.
The State will break the test results into various subgroups, such as students from the same ethnic background, low-income students, special education students, and limited-English proficient students.
A timeline for determining whether a school, district and the State are making adequate yearly progress toward the goal of 100 percent of students meeting State standards by the 2013-2014 school year has been established. The percentages of students in each subgroup who must meet or exceed State standards in reading and mathematics each year has also been defined by the State.

III. How are high schools in Illinois held accountable for the NCLBA?

Schools and districts receive the results of the Prairie State Achievement Exam (PSAE) taken by high school juniors each April.
PSAE results are reported by eight student subgroups: Whites; Hispanics; American Indians; Asians; African-Americans; Limited-English Proficient students; Special Education students; and Low-Income students.
Beginning in 2003, and each year thereafter, each subgroup having at least 40 students must meet or exceed the target percent established by the State of Illinois. For 2002-2003, 40% or more of students in each subgroup of 40 or more students must meet or exceed Illinois standards in reading and mathematics.
Target percentages increase over time until 2013-2014 when 100% of students in each subgroup must meet or exceed State standards in reading and mathematics.
At least 95% of students in each subgroup must participate in the single yearly assessment (PSAE).
Each subgroup must meet target graduation rates established yearly by the State of Illinois. For 2002-2003, the target graduation rate is 65%.
A school and district must demonstrate that it is making adequate yearly progress (AYP) toward the goal of 100% of students meeting standards for reading, mathematics, assessment participation, and graduation rates by 2013-2014.

IV. What information is required to be reported by the NCLBA in the Illinois State Report Card?

The State of Illinois has the responsibility to collect the data from schools and distribute the information to the public.
The Report Card includes student achievement data disaggregated by ethnicity, race, gender, English proficiency, disability status and low income status.
The State Report Card must show state assessment results and indicate the percentage of each group of students not tested.
State Report Cards must include performance of schools on Adequate Yearly Progress (AYP) measures. AYP represents the annual academic performance targets in reading and math that the State, school districts, and schools must reach to be considered on track for 100% proficiency by school year 2013-14.
The State Report Card must also include information on the professional qualifications of teachers in the State and the percentage of classes not taught by highly qualified teachers.

V. Where can I find the State Report Card for each school in District 211?

VI. What does the No Child Left Behind Act say about classroom teachers and paraprofessionals who work with our students?

States, districts, and schools must place a highly qualified teacher in every classroom.
In every school, all teachers of core academic subjects (i.e., English, mathematics, science, foreign languages, government, economics, history, and geography) must be "highly qualified" by 2005-2006.
"Highly qualified" teachers are defined by the law as those who hold at least a bachelor's degree, are fully licensed or certified by the state in the subjects they teach, and can demonstrated competence in the subjects they teach.
States must develop plans to ensure that all teachers are highly qualified by 2005-2006, setting measurable goals for districts and schools.
States and districts must report annually on their progress and on the percentage of teachers who are receiving professional development to help them become highly qualified.
Paraprofessionals who are newly hired after January, 2002, must have two years of college or an associate's degree, or they must demonstrate knowledge of, and the ability to, assist with reading, writing, and mathematics through a formal state or local assessment. Currently employed paraprofessionals have until 2006 to meet these requirements.