{ "id": "RL31284", "type": "CRS Report", "typeId": "REPORTS", "number": "RL31284", "active": false, "source": "EveryCRSReport.com, University of North Texas Libraries Government Documents Department", "versions": [ { "source": "EveryCRSReport.com", "id": 353784, "date": "2008-01-07", "retrieved": "2016-04-07T03:52:10.128685", "title": "K-12 Education: Highlights of the No Child Left Behind Act of 2001 (P.L. 107-110)", "summary": "On January 8, 2002, the No Child Left Behind Act of 2001, legislation to extend and revise the Elementary and Secondary Education Act (ESEA), was signed into law as P.L. 107-110. This legislation extensively amended and reauthorized most federal elementary and secondary education aid programs.\nMajor features of the No Child Left Behind Act of 2001 include the following: (a) states were required to implement standards-based assessments in reading and mathematics for pupils in each of grades 3-8 by the end of the 2005-2006 school year, and at three grade levels in science by the end of the 2007-2008 school year; (b) grants are provided to states for assessment development; (c) all states are required to participate in National Assessment of Educational Progress (NAEP) tests in 4th and 8th grade reading and mathematics every second year; (d) states must annually apply adequate yearly progress (AYP) standards, incorporating a goal of all pupils reaching a proficient or higher level of achievement by the end of the 2013-14 school year, to each public school, local education agency (LEA), and the state overall; (e) a sequence of consequences, including public school choice and supplemental services options, must be implemented for schools and LEAs that fail to meet AYP standards for two or more consecutive years; (f) ESEA Title I-A allocation formulas have been modified to increase targeting on high-poverty LEAs and to move Puerto Rico toward parity with the states; (g) by the end of the 2005-06 school year, all paraprofessionals paid with Title I-A funds were to have completed at least two years of higher education or met a \u201crigorous standard of quality\u201d; (h) several new programs aimed at improving reading instruction have been initiated; (i) teacher programs have been consolidated into a state grant authorizing a wide range of activities including teacher recruitment, professional development, and hiring; (j) states and LEAs participating in Title I-A were to ensure that teachers meet the act\u2019s definition of \u201chighly qualified\u201d by the end of the 2005-2006 school year; (k) almost all states and LEAs are authorized to transfer a portion of the funds they receive among several programs; (l) federal support of public school choice has been expanded in several respects; (m) several previous programs have been consolidated into a state grant supporting integration of technology into K-12 education; (n) the Bilingual and Emergency Immigrant Education Acts have been consolidated into a single formula grant, with previous limits on the share of grants for specific instructional approaches eliminated; and (o) the 21st Century Community Learning Center program has been converted into a formula grant with increased focus on after-school activities.\nESEA programs are authorized through FY2008, and the 110th Congress is considering whether to amend and extend the ESEA.", "type": "CRS Report", "typeId": "REPORTS", "active": false, "formats": [ { "format": "HTML", "encoding": "utf-8", "url": "http://www.crs.gov/Reports/RL31284", "sha1": "98303dcf78442074500d1f349e371d9dddd61d4d", "filename": "files/20080107_RL31284_98303dcf78442074500d1f349e371d9dddd61d4d.html", "images": null }, { "format": "PDF", "encoding": null, "url": "http://www.crs.gov/Reports/pdf/RL31284", "sha1": "83c0ea9ec8b5a04b56614bbaf69ea58516cfc836", "filename": "files/20080107_RL31284_83c0ea9ec8b5a04b56614bbaf69ea58516cfc836.pdf", "images": null } ], "topics": [] }, { "source": "University of North Texas Libraries Government Documents Department", "sourceLink": "https://digital.library.unt.edu/ark:/67531/metadc817062/", "id": "RL31284_2007Jan09", "date": "2007-01-09", "retrieved": "2016-03-19T13:57:26", "title": "K-12 Education: Highlights of the No Child Left Behind Act of 2001 (P.L. 107-110)", "summary": null, "type": "CRS Report", "typeId": "REPORT", "active": false, "formats": [ { "format": "PDF", "filename": "files/20070109_RL31284_f168bcc9082aeee7bbd63816d21ccc54309d36c7.pdf" }, { "format": "HTML", "filename": "files/20070109_RL31284_f168bcc9082aeee7bbd63816d21ccc54309d36c7.html" } ], "topics": [] }, { "source": "University of North Texas Libraries Government Documents Department", "sourceLink": "https://digital.library.unt.edu/ark:/67531/metadc824710/", "id": "RL31284_2006Jan10", "date": "2003-01-15", "retrieved": "2016-04-04T14:48:17", "title": "K-12 Education: Highlights of the No Child Left Behind Act of 2001 (P.L. 107-110)", "summary": "This report outlines major highlights of the No Child Left Behind Act of 2001 (NCLBA). Only the most basic provisions of this act are briefly described in this report; other CRS reports provide more specific and substantial analyses of the major provisions of the NCLBA.", "type": "CRS Report", "typeId": "REPORT", "active": false, "formats": [ { "format": "PDF", "filename": "files/20030115_RL31284_8a03f563bdf7e4f790e6cb81df57b8e74f2b50cf.pdf" }, { "format": "HTML", "filename": "files/20030115_RL31284_8a03f563bdf7e4f790e6cb81df57b8e74f2b50cf.html" } ], "topics": [ { "source": "LIV", "id": "Education", "name": "Education" }, { "source": "LIV", "id": "Elementary and secondary education", "name": "Elementary and secondary education" }, { "source": "LIV", "id": "Public schools", "name": "Public schools" } ] } ], "topics": [ "Domestic Social Policy", "Education Policy", "Indian Affairs Policy", "National Defense" ] }