- Summary of Final Regulations on Modified Academic Achievement Standards (May 20, 2007)
Regulations to implement statutory provisions regarding State, local educational agency (LEA), and school accountability for the academic achievement of limited English proficient (LEP) students (September 13, 2006).
Notice of Proposed Rulemaking for Title I (August 6, 2002)
2. Guidance and Resources
Guidance on regulations regarding assessment and accountability for recently arrived and former limited English proficient (LEP) students (May 2007).
MS WORD (704K)
Guidance on final regulations that allow states to develop modified achievement standards for certain students with disabilities (July 20, 2007).
MS WORD (788K)
Standards and Assessments Non-Regulatory Guidance, March 10, 2003
MS WORD (879K)
The guidance below applies to the 1994 reauthorization of the ESEA:
Guidance on the $45 Million Set-aside in the Fiscal Year 2001 Appropriation for Standards, Assessment and Accountability, April 2001
MS WORD (76K)
3. Negotiated Rulemaking
U.S. Assistant Secretary of Elementary and Secondary Education today, February 27, 2002, announced the 21 members of the negotiating committee that will help develop new rules related to standards and assessments under Title I (Part A) of the No Child Left Behind Act of 2001. Comprised of education practitioners including state and local education administrators, teachers, school board members and also parents, the committee will come to Washington, D.C. in mid-March to negotiate the substance of draft regulations.
The law requires that the Department use a negotiated rulemaking process to develop draft rules on standards and assessments, to commence after the comment period closed (Feb. 19) and before proposed regulations are issued for public comment in the Federal Register.
The press release, Federal Register Notice of Meetings to Conduct a Negotiated Rulemaking Process, and the Draft Regulations for the Negotiated Rulemaking Process are available on the negotiated rulemaking page.TOP
4. Changes in NCLB
Requires the development of science standards by the 2005-06 school year.
Maintains 1994 ESEA requirement for assessments in reading and math at three grade spans (3-5, 6-9, 10-12) through the 2004-2005 school year. Requires annual assessments in reading and math for grades 3-8 beginning in 2005-2006, with the addition of science assessments in 2007-2008 (but only in same three grade spans as the 1994 law). Implementation of new assessments may be deferred if Congress does not appropriate specified levels of funding for assessment development and administration, ranging from $370 million for fiscal year 2002 to $400 million in fiscal year 2005. Subpart 1 of Part A of Title VI authorizes $490 million in fiscal year 2002 for formula-based State assessment grants and a related Grants for Enhanced Assessment Instruments program.
Requires reading assessments using tests written in English for any student who has attended school in the US (excluding Puerto Rico) for 3 or more consecutive years, with LEA discretion to use tests in another language for up to 2 additional years. States also must annually assess English proficiency for all LEP students beginning with the 2002-03 school year.
Requires, beginning in school year 2002-03, biennial State participation in NAEP reading and math assessments for 4th and 8th graders so long as the Department pays the costs of administering those assessments.
Overview of Grants to Local Educational Agencies (Title I, Part A)
Overview of Title I Evaluation and Demonstrations (Title I, Part E, Sections 1501-1503 of the No Child Left Behind Act of 2001.)TOP
5. Enhanced Assessment Instruments
6. State Accountability Plans
7. State Final Assessment Systems
8. Standards and Assessments Peer Review
The No Child Left Behind Act of 2001 (NCLB) established requirements for the standards and assessment systems of states.
The User's Guide Requirements document provides an overview of the peer preview program, including general information to help states prepare their submissions for review, a summary of the essential requirements for each section of the submission, and information regarding specific elements that is often overlooked.
This Guide should be viewed as a companion piece to the Standards and Assessments Peer Review Guidance: Information and Examples for Meeting Requirements of the No Child Left Behind Act of 2001, dated April 28, 2004.
Letter to Chief State School Officers regarding an update to the status of state assessment systems for SY 07-08. (June 3, 2008)
State Standards and Assessment Update Fact sheet regarding the categories and consequences for States that have not yet demonstrated that their full complement of standards and assessments meet specific NCLB requirements. (June 2008)
HTML PDF (50K)
Letter to Chief State School Officers regarding States that have yet demonstrated that their full complement of standards and assessments meets specific NCLB requirements. (June 30, 2006)
MS WORD (44K) PDF (1M)
Letter to Chief State School Officers regarding approval categories and consequences of the peer review of a State's standards and assessment systems for meeting the requirements of the No Child Left Behind Act of 2001. (April 24, 2006)
MS WORD (45K) PDF (1M)
Letter to Chief State School Officers regarding possible outcomes from a peer review of a State's standards and assessment systems for meeting the requirements of the No Child Left Behind Act of 2001. (January 19, 2005)
MS WORD (54K) PDF (33K)
Letter to Chief State School Officers regarding the process the U.S. Department of Education will use to peer review and approve State systems of standards and assessments for meeting the requirements of the No Child Left Behind Act of 2001. (October 22, 2004)
MS WORD (56K) PDF (44K)
9. Accountability Conference
In October 2002, the Office of Elementary and Secondary Education hosted a series of four regional meetings as part of its work to ensure the effective implementation of the No Child Left Behind (NCLB) Act.TOP