ERIC Number: ED492874
Record Type: Non-Journal
Publication Date: 2005
Pages: 8
Abstractor: ERIC
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: N/A
Fixing the NCLB Accountability System. CRESST Policy Brief 8, Summer 2005
Linn, Robert L.
National Center for Research on Evaluation, Standards, and Student Testing (CRESST)
The No Child Left Behind (NCLB) Act is praiseworthy for the special attention it gives to improved learning for children who have been ignored or left behind in the past. The emphasis on closing the achievement gap is certainly commendable, as is the encouragement given to states to adopt ambitious subject matter standards and enhance teacher quality. NCLB's focus on students with low achievement seems to have had some short-term positive effects. The percentage of schools meeting Adequate Yearly Progress (AYP) targets increased in 2003-04 from the year before in most states, and the recently released National Assessment of Educational Progress (NAEP) long-term trend scores have shown some narrowing of achievement gaps. Given the positives, a conclusion might be made that NCLB is working, and hence no changes are needed at this point. Unfortunately, the accountability system has some fundamental problems that threaten to undermine its central goals over the next few years. Dissatisfaction with some of the accountability provisions led the U.S. Department of Education to make some changes in NCLB accountability requirements last year, with more on the way this year. The changes, however, are what Jim Popham calls "edge-softening" and do not deal with NCLB's fundamental problems, which include expectations, targets, state proficiency levels, reporting, and the safe harbor provision. The remainder of this policy brief describes each problem and offers proposals for improvement. (Contains 5 figures and 7 endnotes.)
Descriptors: Academic Achievement, National Competency Tests, Accountability, Federal Legislation, Educational Assessment, Program Implementation, Educational Objectives, Reading Achievement, Mathematics Achievement, Standards, Evaluation Criteria, Minimum Competency Testing, Government School Relationship, Educational Legislation, Federal State Relationship, Test Results
National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 300 Charles E Young Drive N, GSE&IS Building 3rd Floor, Mailbox 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532; Fax: 310-825-3883; Web site: http://www.cresst.org.
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED), Washington, DC.
Authoring Institution: California Univ., Los Angeles. Center for the Study of Evaluation.
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Grant or Contract Numbers: N/A
Author Affiliations: N/A