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WPLLC > NCLB Insights > Archived Issue
NCLB Insights - NEWS AND COMMENTARY ON THE NO CHILD LEFT BEHIND ACT
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Senate Clears $62.9 Billion for Education, House Subcommittee Clears $64.5 Billion
Many have cited low funding levels as the main reason that many of have struggled with the No Child Left Behind Act (NCLB). Since funding is a key component of the debate, it is important to report that “Appropriations Season” kicked into high gear in June with both chambers of Congress making marked progress on many spending bills. However, as is often the case with appropriations bills, partisan rancor seeped into the debate. Appropriators appeared close to achieving the rare feat of passing the majority of appropriations bills by September 30, the end of the previous federal fiscal year, but the threat of a Presidential veto, along with the appearance of the ever pesky earmark issues in the debate, seems likely to bog down the process.
In the House, the Labor, Health and Human Services, and Education (Labor-HHS-ED) Subcommittee approved $64.5 billion for the Department of Education, including an increase in funding for NCLB related programs of almost $2 billion. The bill appeared to be headed on the fast track with Rep. David Obey (D-WI), who chairs the full Appropriations Committee as well as the Labor-HHS-ED Subcommittee, announcing that earmark requests, of which there were roughly 32,000, would be dealt with “at a later date,” allowing him to forward the bill quickly to the full House. However, House Republicans said the maneuver was circumventing the legislative process and the bill was besieged with over 100 amendments, bogging it down in Committee. After a very public political disagreement, Obey relented. However, the bill is still expected to be passed by the full Appropriations Committee in July and may be considered by the full House by the end of the month.
The Senate Labor, Health, and Human Services, and Education appropriations bill was passed by the full Senate Appropriations Committee on June 21. The Committee appropriated $62.9 billion for the Department of Education. Within NCLB, the bill increased funding for Title I by $1 billion and restored nearly all of the programs the President had marked for elimination. Although the bill passed the subcommittee on a unanimous vote, during the full committee markup, the remarks of several Republicans suggested they would support a presidential veto on the basis of spending concerns.
Additionally, language expanding the use of stem cell research was added to the bill, providing yet another reason for conservatives to oppose it. Although the full Appropriations Committee was able to pass the Senate bill, it is not expected receive floor consideration in the month of July.
MAJOR NCLB
DEVELOPMENTS
- CEP Report Finds Student Gains Since NCLB Enactment
The Center on Education Policy (CEP) published a report indicating increased student achievement in reading and mathematics since the passage of NCLB. The report, which used verified data from all 50 states, concludes that since 2002, the number of states in which achievement gaps have narrowed far exceeds the number of states in which they have widened. Despite the encouraging data, CEP President and CEO Jack Jennings emphasized that academic gains are not directly attributable to NCLB and there may be many other factors contributing to these increases. For more information, visit www.cep-dc.org.
- President Addresses NCLB in White House Speech
On June 25, President Bush gave a speech at the White House recognizing Presidential Scholars and took the opportunity to also discuss NCLB. Joining the President were Secretary of Education Margaret Spellings, Sen. Joe Lieberman (I-CT), and Reps. Mike Castle (R-DE), Dale Kildee (D-MI) and Howard “Buck” McKeon (R-CA). In addition to repeating his now familiar line of “the soft bigotry of low expectations,” the President highlighted reports showing gains in reading and math scores for students in the era of NCLB. Although the President said the law is “working,” he also stated that “we need to do more” and specifically pointed to high school reform. To read the full speech, visit: http://www.whitehouse.gov/news/releases/2007/06/20070625-7.html
CAPITOL HILL
- Rep. McKeon Proposes Transferability Plan
On June 6, Ranking Member on the House Education and Labor Committee Rep. Howard “Buck” McKeon (R-CA) introduced the State and Local Flexibility Improvement Act. The legislation will permit states to waive certain statutory or regulatory program requirements, design alternative models to determine adequate yearly progress, and will decrease the poverty threshold required for schoolwide programs. Most notably, however, the bill will allow states and local schools to consolidate and transfer 100 percent of federal funding in certain programs into Title 1. For more information, visit: http://republicans.edlabor.house.gov/PRArticle.aspx?NewsID=158
- Witnesses Testify on NCLB Data Capacity
The House Subcommittee on Early Childhood, Elementary and Secondary Education convened a hearing on June 7 about the core flexibility priorities in reauthorizing NCLB. Underlying the witnesses’ recommendations on teacher quality and growth models was the acknowledgement that data collection and analysis is no easy task. Many of the witnesses argued that Congress should demand accountability, prioritize data by importance and provide both financial and technical support for states and districts in to gather the information.
DEPARTMENT OF
EDUCATION
- New Tutoring Flexibility under SES
The Education Department is attempting to improve the 17 percent participation rate in supplemental education services (SES) tutoring programs. ED will allow 12 pilot districts to provide tutoring for schools in their district that are in need of improvement while such improvements are taking place. Another five pilot districts containing schools in need of improvement are also being allowed to provide tutoring to their own schools while the improvement process is taking place. In the past, schools in need of improvement were required to allow students to transfer to better-performing schools during the first year in which improvements were being implemented before offering SES.
- IES Evaluates Early Reading First
The Institute for Education Sciences (IES) released its evaluation of NCLB’s Early Reading First (ERF) program. Since 2002 the ERF program has awarded five rounds of three-year grants ranging from $750,000 to $4.5 million. These grants are awarded to aid the language, cognitive and literacy skills of low-income 3- to 5-year-olds. IES compared the student and teacher skills, and the classroom practices of 78 classes who received ERF grants, to 91 classes that did not receive grants. IES concluded in their analysis that the ERF students showed a significant improvement in printing and letter recognition, but no effect on their oral language or phonological awareness was seen.
- NCES: Focus on English and Math Taking Time from Science and Social Studies
The National Center for Education Statistics (NCES) recently announced that first- through fourth-grade classrooms spend more time learning English and mathematics, leaving less time for science and social studies. These findings come from a survey administered between 1987 and 2004. The results of this survey are being used to argue that teachers have been recognizing the need for increased math and English instruction long before the passage of NCLB, and that NCLB is not the reason for the increased study of these subjects. However, an American Federation of Teachers 2006 survey found that 87 percent of teachers felt that NCLB’s increased focus on math and English has eliminated the study of other subjects during the school day. For more information, visit: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007305
- IES: State Proficency Expectations Vary Greatly
The June report of the National Center for Education Statistics’ Institute of Education Sciences revealed a large variety in the proficiency expectations of state assessments. Not surprisingly, the report revealed that the states with the lowest proficiency expectations have the highest percentage of students at proficient levels, while the states with the highest proficiency expectations have the lowest percentage of proficient students. Critics feel that this is perfect evidence proving the need for national minimum standards for all students. However, secretary of education, Margaret Spellings believes that states have their own reasons for setting their own standards. For more information, visit:http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007482
- Evaluating ELL Progress
The Education Department recently started a series of roundtable summits in an effort to help create new methods of evaluating state progress with improving the achievement levels of English language learners (ELLs). The summits will address the following four areas: ensuring that language proficiency standards promote effective instruction; that standards give an accurate measurement of students’ skills in listening, speaking, reading and writing; that language proficiency standards align with assessments; and that language standards align with state content standards.
IN THE
EDUCATION COMMUNITY
- A Call for Statewide Data Systems
According to experts at a June 13 Data Quality Campaign event, although NCLB has created the urgency needed to develop data systems, the interoperability between state and local systems is in need of improvement. Assistant Education Secretary for Data and Information Ross Santy explained that a comprehensive state data system should link schools with other agencies, track students’ educational progress, and link the school data with government data systems. Successfully linked data systems require a common set of standards for all users of the system; quality control and security of the software and information; flexibility to changes in data; and a type of management support for all users. For more information, visit: http://dataqualitycampaign.org/activities/
- Groups Challenge NCLB’s Ability to Measure Student Achievement
The Forum on Educational Accountability (FEA) recently released findings stating that the NCLB does not instruct the proper way to measure student achievement with assessment testing. According to Professor James Pellegrino of the University of Illinois-Chicago, the current NCLB methods of standardized assessment tests using multiple choice do not properly reflect a student’s ability for critical thinking and scientific inquiry. The groups are calling on Congress to give states more flexibility in developing testing methods that sufficiently represent all students’ abilities. To view the full report, visit: http://www.edaccountability.org/AssessmentFullReportJUNE07.pdf
- Americans Lack Familiarity with NCLB
According to the Educational Testing Service’s annual Americans Speak poll, approximately 54 percent of adults know little to nothing about NCLB. The author’s of the report cite a lack of a public discourse regarding NCLB since its enactment has led to the public’s ignorance of the law. Despite indications they do not know exactly what is being reauthorized, 76 percent of respondents said that they support the reauthorization of NCLB. For more information on the report, visit: http://www.ets.org/portal/site/ets/menuitem.1488512ecfd5b8849a77b13bc3921509/?vgnextoid=bba1f18a3d023110VgnVCM10000022f95190RCRD&vgnextchannel=9a106af846023110VgnVCM10000022f95190RCRD
- NCLD: Proper Policies Can Lead to Proficiency for Special Ed Students
Recent reports released by the National Center for Learning Disabilities (NCLD) state that special education students, if supported by the proper policies, procedures, and services, may perform as proficiently as other students in the key subject areas of reading and math. According to NCLD, the special education designation has allowed some students to “slip through the cracks” and lawmakers need to “resist changes that reduce accountability for students with disabilities.” Alternative assessment tests for modified academic achievement standards may increase the number of students making the jump to grade level, but more research needs to be done.
- Long-Term NCLB Studies Starting to Produce Findings
According to research done by the RAND Corporation, the American Institutes for Research (AIR) and the Center on Education Policy (CEP), states and districts have been slowly embracing NCLB reforms. Long-term studies of NCLB found that schools and districts have generally been accepting the standards-based accountability process and have also been working more closely with education officials. According to a recent CEP study, over 90 percent of schools identified as in need of improvement have been using student achievement data, professional development for instructors, and suggested school improvement plans.
IN THE NEWS
RECENT
PUBLICATIONS
CALENDAR
- June 30-July 5, 2007: NEA Annual Meeting and Representative Assembly, Philadelphia, PA.
- July 9, 2007:House and Senate Return from Independence Day Recess
- August 6: House and Senate begin August Recess
RESOURCES
Http://www.whitehouse.gov
Http://www.ed.gov/in
dex.html
Http://www.house.gov
Http://www.senate.gov
Http://edworkforce.h
ouse.gov
Http://help.senate.gov
Http://appropriat
ions.house.gov
Http://appropria
tions.senate.gov
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