NCLB Research Reports

The Aspen Institute
Children with Disabilities and LEP Students: Their impact on the AYP determinations of schools
Commission on No Child Left Behind
May 2006
"This case study analyzes student achievement data from the 2004-2005 academic school year in five states: California, Florida, Michigan, Georgia, and Pennsylvania. This study observes: 1) the number of schools that have to report for children with disabilities and LEP students, as well as the percentage of students that these populations represent, 2) the number of schools for which the student in these two subgroups did not make AYP, and 3) whether or not these schools missed AYP solely based on these two subgroups."

Children with Disabilities and LEP Students: Their impact on the AYP determinations of schools
Commission on No Child Left Behind
May 2006
"This case study analyzes student achievement from the 2004-2005 academic school year in five states: California, Florida, Michigan, Georgia, and Pennsylvania. This study observes: 1) the number of schools that have to report for children with disabilities and LEP students, as well as the percentage of students that these populations represent, 2) the number of schools for which the students in these two subgroups did not make YP, and 3) whether or not these schools missed AYP solely based on these two subgroups."

Children with Disabilities and LEP Students: Their impact on the AYP determinations of schools
Research Report: Children with Disabilities and LEP Students: Their impact on the AYP determinations of schools
May 2006
This report addresses the common complaint around No Child Left Behind that schools are not making their Adequate Yearly Progress because of their children with disabilities and LEP students. Over they explain the reasons for including disabled and LEP students in some APY, and why a lot of schools are not required to. Data is collected from case studies in 5 different states to explain to explain the reasons behind this complaint.

Children with Disabilities and LEP Students: Their impact on the AYP determinations of schools
May 2006
"This case study analyzes student achievement from the 2004-2005 academic school year in five states: California, Florida, Michigan, Georgia, and Pennsylvania. This study observes: 1) the number of schools that have to report for children with disabilities and LEP students, as well as the percentage of students that these populations represent, 2) the number of schools for which the students in these two subgroups did not make YP, and 3) whether or not these schools missed AYP solely based on these two subgroups."

Improving Achievement for All Students: Is NCLB Accountability Producing Results?
May 22, 2006
Focusing on the positive outcomes of NCLB so far, this report says that states have adapted well to the AYP in their curriculum. They say that AYP has been a successful measurement of a students progress and keeps students on the same level while avoiding the lowering of standards to score better on report cards. They did find that more flexibility needs to be given in the assessment of special need children.

Quality Teachers Equal Quality Schools
April 11, 2006
Teacher quality has been identified as a major factor in student achievement, yet teach turnover rate and number of inexperienced teachers is largest in the poorer communities where they are needed the most. This report looks at this national problem and specifically looks at the results of a hearing in Pomona, CA that deals with the recruitment of highly qualified teachers in those poorer communities.

Successful Interventions: Helping Schools Achieve Academic Success--Commission on No Child Left Behind
June 2006
"With regard to NCLB's public school choice and supplemental educational services (SES) options, questions have arisen about low participation rates among eligible children, school district implementation, and oversight of the quality and effectiveness of tutoring providers.  In addition, a few high-profile cases of SES providers failing to deliver appropriate services or offering questionable inducements for participation have brought to light the absence of state oversight of SES.  Also, significant discussion has started over the need for effective evaluation of student achievement gains resulting from these interventions."

Testing: Making it Work for Children and Schools: A Hearing at Saint Joseph College
May 9th, 2006
This report looks at the findings of a NCLB hearing in Hartford, Connecticut and the findings of what people in that area see at faults of NCLB testing and how it can be improved. Overall people think that tracking a students achievement every year is important but the current methods are not the most affective way to get accurate results.

Testing: Making It Work for Children and Schools
Commission on No Child Left Behind
May 2006
"There is broad agreement that testing plays a critical role in education reform by giving educators, administrators and the public a means to understand how schools and students are performing.  However, there are important differences of opinion regarding the appropriate frequency and type of testing for measuring performance and informing instruction.  There are also questions about whether state education departments and the testing industry can handle the additional capacity necessary for measuring, tracking and reporting on performance as required by the No Child Left Behind Act (NCLB)."