Useful Resources

Policy Papers

Opportunity Knocks: Applying Lessons from the Education Adequacy Movement to Reform the No Child Left Behind Act. A Policy Paper outlining how knowledge gained from the nationwide effort to reform state education finance systems can contribute to discussions on the 2007 reauthorization of the No Child Left Behind Act.

Teaching Quality

The Center on Education Policy published papers from its forum on NCLB and Teaching Quality.

The Southeast Center for Teaching Quality has produced a report on NCLB and Teaching Quality, called “Unfulfilled Promise: Ensuring High Quality Teachers for Our Nation’s Students.”

In May 2004, Phi Delta Kappan published “Highly Qualified” Teachers: Pretense or Legal Requirement" by Michael A. Rebell and Molly A. Hunter.

The Rural School and Community Trust analyzes and reports on Teaching Quality and its relationship to rural schools.

The Education Trust places a major focus on teaching quality. Its website provides useful information on NCLB and teaching quality, among other issues.

The National Education Association and the American Federation of Teachers, two national organizations representing teachers, have useful information on their websites regarding NCLB and teachers, as well as other aspects of NCLB.

The Education Commission of the States has a state-by-state HOUSSE database, regarding the certification of veteran teachers as “highly qualified” under NCLB.

Cost

ACCESS analyzes and summarizes NCLB cost studies and educational adequacy cost studies in its list of cost study Fact Sheets.

In his April 21, 2004 Education Week Commentary "Two Very Different Questions," education finance expert and school superintendent William J. Mathis provides a succinct and clear explanation of the different ways NCLB cost is presented, and the assumptions which lie behind the term “fully funded.” The article discusses the differences between the funding levels authorized by NCLB, the funding appropriated by Congress and the actual cost of educating students as determined by cost studies conducted throughout the United States. Dr. Mathis discusses this issue in more detail in a forthcoming article, entitled "The Cost of Implementing the Federal 'No Child Left Behind Act:'
Different Assumptions, Different Answers," in the Peabody Journal of Education, Vol. 80, No. 2.

The Children’s Defense Fund has compiled extensive data regarding funding of Title 1 for 2005. The data focuses on the difference between the authorization levels and appropriation levels, as distinct from the question of the full cost of NCLB.

The National Conference of State Legislatures (NCSL) published a report concluding that NCLB has been underfunded. This report also focuses on the difference between the authorization levels and appropriation levels, as distinct from the question of the full cost of NCLB.

Parent and Community Involvement

The Public Education Network (PEN) provides an excellent Action Guide for Community and Parent Leaders that can be downloaded. PEN also provides general information about NCLB on its website and in print. It has also released “Open to the Public,” a report on public hearings PEN held around the nation and an online survey it conducted on NCLB. The purpose of the hearings and survey was to hear from members of the public, parents, students, teachers and others, about their experiences with NCLB.

The National PTA provides information for the general public including informative and clear summaries of various topics, including ESEA (NCLB), Title I, and testing. The website also provides information on parent's rights and parental involvement under NCLB.

The Prichard Committee for Academic Excellence’s Center for Parent Leadership has published a handbook entitled "No Child Left Behind: What's in it for Parents." It is clear and accessible and provides six "leverage points" which parents can use to understand and exercise their rights under NCLB.

Assessments and AYP

The Center on Education Policy (CEP) held two forums relating to assessment and AYP under NCLB. The CEP website links to papers prepared for these forums. The first covered AYP in general. Most notable in this group of papers is one by Professor Robert Linn, entitled "Rethinking the No Child Left Behind Act Accountability System." The second forum dealt with AYP as it impacts English Language Learners and students with disabilities.

CEP’s report on NCLB implementation, “From the Capitol to the Classroom,” also provides analysis of AYP.

The Harvard Civil Rights Project produced four separate reports on NCLB. One deals specifically with assessment and AYP. It is called “Large Mandates and Limited Resources: State Response to the No Child Left Behind Act and Implications for Accountability."

The Rural School and Community Trust has produced several papers on assessments and AYP in relation to rural schools and students.

The Northwest Evaluation Association, a partnership of school districts and educational agencies, released a report in April 2004, entitled “Individual Growth and School Success.” The study compares the “snapshot” evaluation method used in AYP calculations to longitudinal methods of assessing student and school success.

America’s “Failing” Schools: How Parents and Teachers Can Cope with No Child Left Behind, by W. James Popham, an assessment expert, is an informative, very readable, and concise guide to understanding the tests that lie at the heart of NCLB.

School Improvement

School Improvement Research has demonstrated that several programs improve student performance. Most of these programs are not prescribed by NCLB. This section links to resources on NCLB school improvement programs and those programs not prescribed by NCLB.

a. NCLB Programs

The Harvard Civil Rights Project has published a report on school transfers under NCLB and a report on Supplemental Educational Services (SES) under NCLB.

The Center on Education Policy’s report “From the Capital to the Classroom” discusses transfers and "supplemental educational services" as well.

The Government Accountability Office released a report in December 2004 on school transfers, which documents the challenges of transfers and calls on the federal government to study their link to student achievement.

In May 2004, the Citizens' Commission on Civil Rights released a report entitled, "Choosing Better Schools: A Report on Student Transfers Under the No Child Left Behind Act."

The Council of Great City Schools also conducted a survey on transfers and supplemental educational services.

b. Programs not mandated by NCLB but have been linked with raising student achievement include:

The Campaign For Fiscal Equity (CFE) has published a report, entitled "Of Course Money Matters: Why the Arguments to the Contrary Never Added Up," which details how sufficient resources are essential to an adequate education.

The ACCESS preschool page links to resources on preschool and its relationship to student achievement.

Professor Jeremy Finn’s article entitled "Small Classes in American Schools: Research, Practice and Politics," in the March 2002 issue of Phi Delta Kappan, provides an overview of research in the area of class size, specifically on the Tennessee STAR project.

The ACCESS facilities page provides links to both National and State-by-State resources on facilities.

Implementation

The Center on Education Policy's “From the Capitol to the Classroom” is a study on implementation of NCLB during 2004, the third in a series of annual reports. The report was based on a survey of 49 states and 314 school districts, and an in-depth study of 36 urban, rural and suburban school districts. The study provides a detailed look at some of the major challenges educators and administrators have encountered in attempting to carry out the requirements of NCLB.

The Public Education Network's “Open to the Public,” is a report on public hearings PEN held around the nation and an online survey it conducted on NCLB. The purpose of the hearings and survey was to hear from members of the public, parents, students, teachers and others, about their experiences with NCLB.

In February 2004, the Harvard Civil Rights Project released four studies on NCLB, focusing on: the expansion of federal power in education; accountability; supplemental services; and school transfers.

The Education Commission of the States maintains a 50- state database on NCLB. Enables viewers to compare implementation state by state, or view implementation in a state in a variety of areas. ECS maintains a separate database on HOUSSE. ECS also published a report on NCLB implementation, entitled “A Report to the Nation."

The Council of Chief State School Officers maintains a 50- state database on specific NCLB implementation areas and provides more general information, including a section comparing CCSSO’s position to those of other educational organizations.

The American Association of School Administrators has a section entitled “Resources and Best Practices for Implementing NCLB," which provides useful information on district implementation as well as general information. It also links to statements and letters on NCLB from around the country.

The National School Boards Association analyzes NCLB and recommends changes. It also provides implementation guides for school boards.

Legislation, Regulations and Guidance

The Education Commission of the States and the National Conference of State Legislatures provide links to state legislation regarding NCLB.

The U.S. Department of Education provides updates on regulations and policy guidance.

The Council of Chief State School Officers (CCSSO) has a webpage with information and links on legislation, proposed and final requlations and guidance.

The National School Boards Association (NSBA) provides information and links on proposed legislation, regulations and guidance.

The National PTA summarizes proposed legislation involving NCLB, and outlines its position on each bill.

The National Education Association provides information and summaries on proposed legislation related to NCLB, and NEA’s position on each bill.