Accountability/Adequate Yearly Progress
No Child Left Behind requires each state to define adequate yearly progress for
school districts and schools, within the parameters set by Title I. In defining
adequate yearly progress, each state sets the minimum levels of
improvement--measurable in terms of student performance--that school districts
and schools must achieve within time frames specified in the law. In general,
each state begins by setting a "starting point" that is based on the performance
of its lowest-achieving demographic group or of the lowest-achieving schools in
the state, whichever is higher. The state then sets the bar--or level of student
achievement--that a school must attain after two years in order to continue to
show adequate yearly progress. Subsequent thresholds must be raised at least
once every three years, until, at the end of 12 years, all students in the state
are achieving at the proficient level on state assessments in reading/language
arts and math.
States and local school districts will aid schools that receive Title I funds in
making meaningful changes that will improve their performance. In the meantime,
districts will offer parents options for children in low-performing schools,
including extra help to children from low-income families (see sections on
School Choice and Supplemental Education).
The No Child Left Behind Act lays out an action plan and timetable for steps
to be taken when a Title I school fails to improve, as follows:
- A Title I school that has not made adequate yearly progress, as defined by
the state, for two consecutive school years will be identified by the district
before the beginning of the next school year as needing improvement. School
officials will develop a two-year plan to turn around the school. The local
education agency will ensure that the school receives needed technical
assistance as it develops and implements its improvement plan. Students must
be offered the option of transferring to another public school in the
district--which may include a public charter school--that has not been
identified as needing school improvement.
- If the school does not make adequate yearly progress for three years, the
school remains in school-improvement status, and the district must continue to
offer public school choice to all students. In addition, students from
low-income families are eligible to receive supplemental educational services,
such as tutoring or remedial classes, from a state-approved provider.
- If the school fails to make adequate progress for four years, the
district must implement certain corrective actions to improve the school,
such as replacing certain staff or fully implementing a new curriculum,
while continuing to offer public school choice and supplemental
educational services for low-income students.
- If a school fails to make adequate yearly progress for a fifth year,
the school district must initiate plans for restructuring the school. This
may include reopening the school as a charter school, replacing all or
most of the school staff or turning over school operations either to the
state or to a private company with a demonstrated record of effectiveness.
In addition, the law requires states to identify for improvement those
local education agencies that fail to make adequate yearly progress for
two consecutive years or longer and to institute corrective actions.
Source from Washington DC Public Schools
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