Accountability system

Each state sets academic standards for what every child should know and learn. Academic achievement is measured for every child, every year. The results of these annual tests are reported to the public. (US Dept. of Education)

Achievement gap

The differences in academic performance among groups identified racially, ethnically, and by income levels. In the United States, white students tend to outperform children of color, and wealthier students often do better than poorer ones. (NCEA)

Adequate yearly progress (AYP)

An individual state’s measure of yearly progress toward achieving state
academic standards. Adequate yearly progress is the minimum level of improvement that states, school districts, and schools must achieve each year. (US Dept. of Education)

Alignment

The process of making content standards, performance standards, assessment, and instruction consistent so they are most effective in helping students reach state standards. (NCEA)

Alternative assessments

Ways, other than standardized tests, to get information about what students know and where they may need help, such as oral reports or discussions, projects, performances, and experiments. (NCEA)

Alternative certification

Most teachers are required to have both a college degree in education and a state certification before they can enter the classroom. No Child Left Behind encourages states to offer other methods of qualification that allow talented individuals to teach subjects they know. (US Dept. of Education)

Assessments

Another word for “test.” Under No Child Left Behind, tests are aligned with academic standards. Beginning in the 2002–2003 school year, schools must administer tests in each of three grade spans: grades 3–5, grades 6–9, and grades 10–12 in all schools. Beginning in the 2005–2006 school year, tests must be administered every year in grades 3 through 8 in math and reading. Beginning in the 2007–2008 school year, science achievement must also be tested. (US Dept. of Education)

Benchmark

A detailed description of a specific level of student achievement expected of students at particular ages, grades, or developmental levels. Benchmarks are often represented by samples of student work. A set of benchmarks can be used as checkpoints to monitor progress in meeting performance goals within and across grade levels. (CRESST)

Bilingualism

The ability to read, speak, understand, and write well in two languages. (NCEA)

Bilingual education

An in-school program for students whose first language is not English or who have limited English skills. Bilingual education provides English language development plus subject area instruction in the student’s native language. The goal is for the child to gain knowledge and be literate in two languages. (NCEA)

Charter schools

Charter schools are independent public schools designed and operated by educators, parents, community leaders, educational entrepreneurs, and others who operate outside of the traditional system of public schools. They are sponsored by designated local or state educational organizations, which monitor their quality and effectiveness. (US Dept. of Education)

Content standards

The information, ideas, and facts students are supposed to learn in a particular grade. (NCEA)

Core academic subjects

English, reading or language arts, mathematics, science, foreign languages, civic and government, economics, arts, history, and geography. (US Dept. of Education)

Corrective action

When a school or school district does not make yearly progress, the state will place it under a corrective action plan. The plan will include resources to improve teaching, administration, or curriculum. If failure continues, then the state has increased authority to make any necessary, additional changes to ensure improvement. (US Dept. of Education)

Disaggregated data

To disaggregate means to separate a whole into its parts. In education, this term means that test results are sorted by groups of students who are economically disadvantaged, from racial and ethnic minority groups, have disabilities, or have limited English fluency. This practice allows parents and teachers to see more than just the average score for their child’s school. Instead, parents and teachers can see how each student group is performing. (US Dept. of Education)

Elementary and Secondary

The principal federal law affecting K–12 education. The No Child Left

Education Act (ESEA)

Behind Act is the most recent reauthorization of the ESEA. (US Dept. of Education)

English language learner (ELL)

A student for whom English is a second language and who is not at grade level in reading and writing English. An ELL student is also known as an LEP student. (NCEA)

English mainstreaming

The act of placing students with limited English in regular classrooms with no plan for translation or extra help. (NCEA)

High need school

A“high need” school is within the top quartile of elementary and secondary schools statewide, as ranked by the number of unfilled, available teacher positions; or is located in an area where at least 30 percent of students come from families with incomes below the poverty line; or an area with a high percentage of out of-field-teachers, high teacher turnover rate, or a high percentage of teachers who are not certified or licensed.

Highly qualified teacher

A highly qualified teacher is defined as one who has obtained full state teacher certification or has passed the state teacher licensing examination and holds a license to teach in the state; holds a minimum of a bachelor’s degree; and has demonstrated subject area competence in each of the academic subjects in which the teacher teaches. (NCLB)

In consultation with

Although consultation is not specifically defined in the statute, effective consultation would be broad-based, reaching out to a wide range of parents in the state or community, including those with limited literacy, limited English proficiency, or disabilities. It should also be ongoing throughout the process of development and implementation. (NCLB)

Inclusion

The practice of placing students with disabilities in regular classrooms. Also known as mainstreaming. (NCEA)

Instruction

Refers to the methods teachers use. Common methods are lecture, discussion, exercise, experiment, role playing, small group, and writing assessments. The most effective teachers use many methods because not all are effective with all students. (NCEA)

Limited English proficient (LEP)

Refers to students for whom English is a second language and who are not at grade level in reading and writing English. (NCEA)

Limited English proficiency (LEP) test

A test of English language proficiency skills given to all LEP students to ascertain the student’s readiness to take the state assessment tests in English. (PEN)

Local education agency (LEA)

An LEA is a public board of education or other public authority within a state that maintains administrative control of public elementary or secondary schools in a city, county, township, school district, or other political subdivision of a state. (US Dept. of Education)

Migratory child related to homeless children and youth

A child who is, or whose parent or spouse is, a migratory agricultural worker, including a migratory dairy worker, or a migratory fisher, and who, in the preceding 36 months, in order to obtain, or accompany such parent or spouse, in order to obtain, temporary or seasonal employment in agricultural or fishing work - (A) has moved from one school district to another; (B) in a State that is comprised of a single school district, has moved from one administrative area to another within such district; or (C) resides in a school district of more than 15,000 square miles, and migrates a distance of 20 miles or more to a temporary residence to engage in a fishing activity.

Opportunity to learn

Helps abolish the achievement gap by making sure students and school staff have what they need to be successful at high levels. In the broadest sense, it means encouraging learning and development by making up the difference between what the most and the least privileged of children have. (NCEA)

Parental involvement

The participation of parents in regular, two-way, meaningful communication involving students’ academic learning and other school activities. The involvement includes ensuring that parents play an integral role in assisting their child’s learning; that parents are encouraged to be actively involved in their child’s education at school; that parents are full partners in their child’s education and are included, as appropriate, in decision making and on advisory committees to assist in the education of their child. (NCLB)

Parent/school compact

A written agreement of shared responsibility that defines the goals and expectations of schools and parents as partners in the effort to improve student achievement. (NCLB)

Performance standards

What a student is supposed to be able to do by the end of a particular grade. (NCEA)

Proficiency

Mastery or the ability to do something at grade level. (NCEA)

Public engagement

The sustained and active involvement of parents, community members, and taxpayers in the improvement of schooling and efforts to reform schools. (Education Week)

Public school choice

Students who are not limited to a neighborhood school may apply to any district school, including specialized, alternative, and charter schools. School choice without “public” often is used to describe vouchers and privatization. (NCEA)

School of Origin

The school that the child attended while permanently housed or last enrolled.

Schoolwide programs

Schoolwide programs use Title I money to support comprehensive school improvement efforts and help all students, particularly low-achieving and at-risk students, meet state standards at particular schools. To qualify as a Title I schoolwide program, at least 40 percent of a school’s students must be considered low-income. Schoolwide programs can provide Title I services and support to all of the children in the school, regardless of income level. Schoolwide programs have more flexibility than targeted assistance programs when using Title I funds. For example, schools operating schoolwide programs can combine Title I funds with other federal, state, and local funding to finance a more comprehensive approach to improving student achievement. (PEN)

Scientifically based research

Research that involves the application of rigorous, systemic, and objective procedures to obtain reliable and valid knowledge relevant to educational activities and programs. (US Dept. of Education)

Sheltered English immersion

Features instruction in English for learners who are at least intermediate speakers of English. Teachers use specific techniques to make the subject matter understandable to those still learning English. (NCEA)

State education agency (SEA)

The agency primarily responsible for the supervision of a state’s public elementary and secondary schools. (US Dept. of Education)

Supplemental services

Students from low-income families who are attending schools that have been identified as failing for two years will be eligible to receive outside tutoring or academic assistance. Parents can choose the appropriate services for their child from a list of approved providers. The school district will purchase the services. (US Dept. of Education)

Targeted assistance programs (TAP)

TAPs operate at schools not eligible for, or those choosing not to run, a schoolwide Title I program. Using Title I money, they provide services only to eligible children identified as having the greatest educational need. School staff determines which services and activities will be provided to which student. Non-Title I students are not eligible to receive Title I services in a TAP school. (PEN)

Title I

Provides federal funding for schools to help students who are behind academically or at risk of falling behind. Funding is based on the number of low-income children in a school, generally those eligible for the free lunch program. Title I is intended to supplement, not replace, state and district funds. Schools receiving Title I monies are supposed to involve parents in deciding how these funds are spent and in reviewing progress. Title I used to be called Chapter One. (NCEA)

Transitional bilingual education

Uses the child’s native language only to the extent necessary to help him or her learn English and subject matter. Bilingualism is not a goal, and little or no effort is made to develop or maintain the child’s home language. (NCEA)

Unaccompanied youth related to homeless children and youth

A youth not in the physical custody of a parent or guardian. This may include youth living in runaway shelters, abandoned buildings, cars, on the streets, or in other inadequate housing; children denied housing by their families, school age unwed mothers, or who have no other housing available.