Text Options for the Visually Impaired Font Size: a- A+ Color: A A A Revert 
Close vision bar
Open vision bar


Bilingual & ESL Education Title I-Parental Involvement
ESL Entry Letter ESL Entry Letter (Spanish)
SBB School Parent Compact Right to Know-HQT


School Strategies for Raising Student Achievement


A Primer on the

No Child Left Behind Act of 2001


The No Child Left Behind federal legislation was signed into law in January, 2002. It re-defines the federal role in K-12 education to improve academic performance for all students based on four guiding principles:

1. Increased accountability for results

2. Increased flexibility and local control

3. Expanded options for parents

4. Emphasis on teaching methods that are proven to work

NCLB Requirements for Increased Accountability for Results:


* Requires state and local report cards that present student achievement levels



* Establishes annual assessments for every child in grades 3-8



* Requires states to implement a single statewide accountability system


* Requires states to establish measurable objectives (AYP-annual yearly progress) that will lead to all students being proficient by the 2013 - 14 school year


* Increases funding for state and local support for school improvement*

Disaggregating Student Groups

* In order to ensure that no child is left behind, NCLB requires schools to disaggregate student achievement results by student groups:

* Racial/ethnic group

* Income level


* Limited English proficiency status


* Disability status


This new NCLB accountability requirement obliges the state and local districts to make adequate yearly progress (AYP) for each student group:


White, African-American, Hispanic, Asian, Native American, LEP, Students with Disabilities, Low-income


Factors that Hinder Student Achievement

* School Factors

* Limited participation of minority student in rigorous courses

* Watered-down instruction

*Less-qualified or experienced teachers

*Teachers with lower expectations

*Resource disparities between high-minority schools and other schools

* Concentration of low-income and minority students in certain schools

* School climate less conductive to learning

* Student performance anxiety


* Negative peer pressure

* Disparities in access to high-quality preschool


 Factors that Hinder Student Achievement

* Societal, community, and home factors

* Effects of poverty on learning

* Legacy of discrimination

Limited learning supports in homes and communities



Access to parenting education


Guiding Principals for Raising Student Achievement

The achievement gap can be closed, but not with quick fixes*

Closing the gap is a complex task that will require multiple, simultaneous, and long-term efforts that target school, home, community and social factors.*

Responsibility must be shared by the public and private sectors, and by educators, policy makers, community leaders, parents and students*

School Strategies for Raising Student Achievement


* Challenging curriculum

* Improvements in teacher preparation and professional
   development *

* High standards and accountability for subgroup performance*

* Equitable distribution of resources

* Sustained class size reductions in high-minority schools

* Comprehensive school reform

* Extended after-school and summer-learning opportunities*

 * Targeted research on promising strategies and
     unanswered  questions*

 * Expanded access to high-quality preschools

  * Topics in NCLB