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Additional info for Reauthorizing No Child Left Behind: Facts and Recommendations
How can NCLB be made more effective? CHAPTER TWO How Did States Implement the NCLB Provisions? As noted in Chapter One, states had a great deal of flexibility in how they chose to design and implement their programs to meet NLCB’s accountability requirements. Such flexibility included how states set their academic, proficiency, teacher quality, and LEP standards, as well as how they scaled proficiency targets and computed AYP. How states took advantage of this flexibility in implementing the provisions of NLCB is the topic of this chapter.
This variability across states does not necessarily imply great variation in performance; rather, it may reflect the variation in states’ implementation of NCLB accountability requirements, as discussed in Chapter Two. Stable national rates of identification also mask the fact that some states’ rates of making AYP rose substantially while others’ rates fell substantially. In particular, the share of schools that made AYP rose by more than 10 percent in seven states, while, in 15 states, that share dropped by more than 10 percent across the three years.
In addition to states, the majority of districts also provided technical assistance in many of the same areas to both identified and nonidentified schools. Overall, schools reported receiving the assistance they needed in most areas and that the assistance they received met their needs. At least two-thirds of schools identified for improvement with needs for technical assistance in 11 of 13 areas received it, and 70 percent or more of identified schools that received assistance in these areas reported that How Did Education Stakeholders Respond to Improve Student Performance?