NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED483111
Record Type: Non-Journal
Publication Date: 2004-Apr-28
Pages: 66
Abstractor: Author
Reference Count: 0
ISBN: N/A
ISSN: N/A
Standards and Assessments Peer Review Guidance: Information and Examples for Meeting Requirements of the No Child Left Behind Act of 2001
US Department of Education
Raising academic standards for all students and measuring student achievement to hold schools accountable for educational progress are central strategies for promoting educational excellence and equity in our schools. The No Child Left Behind Act of 2001 (NCLB) reformed Federal educational programs to support state efforts to establish challenging standards, to develop aligned assessments, and to build accountability systems for districts and schools that are based on educational results. In particular, NCLB includes explicit requirements to ensure that students served by Title I are given the same opportunity achieve to high standards and are held to the same high expectations as all other students in each state. Building on the foundation of standards and assessments required of states by the Improving America?s Schools Act of 1994 (IASA), the current NCLB requirements include high-quality academic assessments, accountability systems, and teacher preparation and training aligned with challenging State academic standards so that students, teachers, parents, and administrators can measure progress against common expectations for students? academic achievement. NCLB extends assessment requirements to include, by school year 2005-06, annual assessments in reading/ language arts and mathematics in all grades 3 through 8 and assessments administered at least once in grades 10 through 12. In addition, States must develop academic content standards in science by 2005-06 and aligned assessments based on those standards by 2007-08. The science assessments must be administered at least once in each of three grade spans: 3-5, 6-9, and 10-12. Although this document addresses each requirement separately, reviewers and states should recognize that the requirements are interrelated and that decisions about whether a state has met the requirements will be based on a comprehensive examination of the evidence submitted.
ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free).
Publication Type: Guides - General; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Office of Elementary and Secondary Education (ED), Washington, DC.
IES Cited: ED501243