This paper describes New York's progress in implementing a comprehensive and coherent approach to education reform from the time of application through June 30, 2011. In particular, this report highlights key accomplishments over the reporting period in the four reform areas: standards and assessments, data systems to support instruction, great…

This paper describes Ohio's progress in implementing a comprehensive and coherent approach to education reform from the time of application through June 30, 2011. The sections presented in this report highlight key accomplishments made by Ohio to implement a comprehensive and coherent approach to education reform over the reporting period in the…

This paper describes Rhode Island's progress in implementing a comprehensive and coherent approach to education reform from the time of application through June 30, 2011. In particular, this report highlights key accomplishments over the reporting period in the four reform areas: standards and assessments, data systems to support instruction,…

This paper describes Tennessee's progress in implementing a comprehensive and coherent approach to education reform from the time of application through June 30, 2011. In particular, this report highlights key accomplishments over the reporting period in the four reform areas: standards and assessments, data systems to support instruction, great…

This booklet contains detailed information about topics related to opportunities offered by "No Child Left Behind" ("NCLB"): (1) closing the achievement gap; (2) parental involvement; (3) school choice; and (4) tutoring and financial aid for college. The publication is designed as a working tool, including space for individual…

Four years after the enactment of the "No Child Left Behind Act (NCLB)," the revolutionary changes to the education system called for by President Bush are almost implemented. States have put in place rigorous new accountability systems and will implement reading and math assessments covering all students in grades 3-8 by the end of the…

Three years ago, the United States made a commitment that no child would be left behind. The 2004 National Assessment of Educational Progress (NAEP) Long-Term Trends in Academic Progress, also known as the Nation's Report Card, has been administered using the same exact test in reading and mathematics for over 30 years. The 2004 Report Card is…

The findings from this study show that the Public Charter Schools Program is achieving its intended purpose: to provide states with flexible funding to support new charter schools. As can be evidenced by their growing popularity, charters are an important educational option for the nearly three-quarters of a million students who attend…

The reauthorization of the "Elementary and Secondary Education Act" ("ESEA") as amended by the "No Child Left Behind Act of 2001" ("NCLB") relied on two notable policy instruments to improve education: accountability and flexibility. "NCLB" complements accountability with several new flexibility…

This booklet is designed for parents of school-aged children to introduce the concept and benefits of "No Child Left Behind" ("NCLB") legislation. Calling for a highly qualified teacher in the core subjects in every classroom, the goals of "NCLB" are centered in four principles: (1) holding schools accountable for…

"No Child Left Behind" ("NCLB") requires that parents receive certain information about their child's education, as well as the overall performance of the child's school on state tests in reading, math and science. "NCLB" gives funding for early childhood learning; allows for more spending on each student, especially disadvantaged students; and,…

Local practitioners and state policymakers are focused on implementing the No Child Left Behind Act (NCLB) (P.L. 107-110), which in 2001 reauthorized the Elementary and Secondary Education Act (ESEA). At the same time, federal policymakers are working to help educators meet both the letter and the spirit of the law: to ensure that no child,…

This workbook, submitted by the State of Connecticut to the U.S. Department of Education, is for State Grants under Title IX, Part C, Section 9302 of the Elementary and Secondary Education Act (Public Law 107-110). By January 31, 2003, States must complete and submit to the Department this Consolidated State Application Accountability Workbook.…

This workbook, submitted by the State of Iowa to the U.S. Department of Education, is for State Grants under Title IX, Part C, Section 9302 of the Elementary and Secondary Education Act (Public Law 107-110). By January 31, 2003, States must complete and submit to the Department this Consolidated State Application Accountability Workbook. The…

This workbook, submitted by the Maryland State Department of Education to the U.S. Department of Education, is for State Grants under Title IX, Part C, Section 9302 of the Elementary and Secondary Education Act (Public Law 107-110). By January 31, 2003, States must complete and submit to the Department this Consolidated State Application…