About ED ED PERFORMANCE & ACCOUNTABILITY
The Elementary and Secondary Education Act of 1965 as Amended Reports to Congress

2010-2011

Report to Congress on the Elementary and Secondary Education Act State-Reported Data for School Years 2010-2011
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2009-2010

Report to Congress on the Elementary and Secondary Education Act State-Reported Data for School Years 2009-2010
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2008-2009

Report to Congress on the Elementary and Secondary Education Act State-Reported Data for School Years 2008-2009
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2003-2004 to 2007-2008

Report to Congress on the Elementary and Secondary Education Act State-Reported Data for School Years 2003-04 to 2007-08 (2011)
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2002-2003

Under Section 1111(h)(5) of the Elementary and Secondary Education Act as amended by NCLB, the Secretary of Education is required to transmit to the Committee on Education and the Workforce of the House of Representatives and the Committee on Health, Education, Labor, and Pensions of the Senate a report that provides State-level data for each State receiving assistance under Title I of ESEA. In this first Secretary's NCLB report to Congress, the Department is reporting on State reported data for the 2002-2003 school year.

  • Table of Contents, Introduction and Summary of Findings
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  • Appendix A—State Assessment Data from the 2002-2003 School Year
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  • Appendix B—State Lists of Title I Schools Identified for Improvement during the 2003-2004 School Year
    download files MS Excel (1.5M)

The Department collected the information presented in this report from States through State Consolidated State Application submissions in June 2002, May 2003, and September 2003 and through Part I of the NCLB Consolidated State Performance Report for the 2002-2003 school year, which States submitted in December 2003. It is important to note that the 2002-2003 school year was the first year that States were required to collect and report data on the acquisition of English language proficiency by children with limited English proficiency, the number of students and Title I schools participating in public school choice and supplemental educational services, the qualifications of teachers and paraprofessionals, and the percentage of public elementary and secondary school classes taught by highly qualified teachers.


 
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Last Modified: 01/14/2014