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ERIC Number: ED468188
Record Type: Non-Journal
Publication Date: 2002
Pages: 10
Abstractor: N/A
Reference Count: N/A
Low-Performing Schools. No Child Left Behind Policy Brief.
Craciun, Kirstin; Snow-Renner, Ravay
For many years, most states have had strategies to support and improve low-performing schools. The recent passage of the 2001 Elementary and Secondary Education Act (ESEA 2001) provides states with an additional opportunity to ensure all schools perform at least at a proficient level. The revised ESEA contains two main components that directly affect low-performing schools. The first component is that states must adopt a single statewide system to show that all students are making adequate yearly progress (AYP) within 12 years. The second component applies a series of intervention to schools that fail to demonstrate AYP over time. This policy brief provides a general description of ESEA's requirements involving AYP and required school improvement practices; describes various types of interventions put into play should a school fail to make AYP; a sampling of state opportunities to leverage ESEA to support low-performing schools, including the requirements to develop school improvement plans, provide onsite research-based technical assistance, use data as an means for improvement, identify promising practices, and promote early learning; and key policy questions for states to consider as they support the improvement of low-performing schools within the ESEA environment. (Contains 11 references.) (RT)
Education Commission of the States, 700 Broadway, #1200, Denver, CO 80203-3460 ($4). Tel 303-299-3600; Fax: 303-296-8332; Web site: For full text:
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: Policymakers
Language: English
Sponsor: Department of Education, Washington, DC.
Authoring Institution: Education Commission of the States, Denver, CO.
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001