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No Child Left Behind Act of 2001

Annual Report to Congress

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February 2005

TABLE OF CONTENTS

Introduction 1

State Standards and Assessments 3

English Language Proficiency 9

Title I Schools Identified for Improvement 10

Public School Choice and Supplemental Educational Services 13

Teacher and Paraprofessional Quality 19

Appendix A -- State Assessment Data

Alabama A-1

Alaska A-7

Arizona A-15

Arkansas A-19

California A-23

Colorado A-31

Connecticut A-38

Delaware A-42

District of Columbia A-46

Florida A-53

Georgia A-61

Hawaii A-65

Idaho A-69

Illinois A-72

Indiana A-76

Iowa A-80

Kansas A-83

Kentucky A-86

Louisiana A-89

Maine A-92

Maryland A-95

Massachusetts A-99

Michigan A-102

Minnesota A-106

Mississippi A-108

Missouri A-115

Montana A-118

Nebraska A-121

Nevada A-124

New Hampshire A-129

New Jersey A-132

New Mexico A-135

New York A-143

North Carolina A-146

North Dakota A-153

Ohio A-156

Oklahoma A-159

Oregon A-163

Pennsylvania A-168

Puerto Rico A-171

Rhode Island A-175

South Carolina A-178

South Dakota A-185

Tennessee A-192

Texas A-196

Utah A-205

Vermont A-212

Virginia A-222

Washington A-226

West Virginia A-229

Wisconsin A-236

Wyoming A-239

Appendix B -- Title I Schools Identified for Improvement

Alabama B-1

Alaska B-4

Arizona B-8

Arkansas B-22

California B-39

Colorado B-111

Connecticut B-116

Delaware B-117

District of Columbia B-118

Florida B-119

Georgia B-122

Hawaii B-154

Idaho B-159

Illinois B-162

Indiana B-199

Iowa B-206

Kansas B-207

Kentucky B-209

Louisiana B-211

Maine B-216

Maryland B-217

Massachusetts B-224

Michigan B-237

Minnesota B-259

Mississippi B-262

Missouri B-263

Montana B-265

Nebraska B-268

Nevada B-269

New Hampshire B-271

New Jersey B-272

New Mexico B-287

New York B-293

North Carolina B-340

North Dakota B-343

Ohio B-345

Oklahoma B-357

Oregon B-360

Pennsylvania B-361

Puerto Rico B-379

Rhode Island B-388

South Carolina B-390

South Dakota B-396

Tennessee B-398

Texas B-402

Utah B-403

Vermont B-404

Virginia B-405

Washington B-408

West Virginia B-412

Wisconsin B-413

Wyoming B-417

Introduction

The *No Child Left Behind Act* (NCLB) significantly raises expectations
for States, local educational agencies, and schools in that all students
are expected to meet or exceed State standards in reading/language arts
and mathematics by the 2013-2014 school year. To ensure authentic school
reform, the Nation must raise the bar of expectations for all its
students. Every child *can* learn. Every child *must* learn. And thanks
to NCLB, every child *will* learn.

*No Child Left Behind* provides historic levels of resources and
flexibility to improve results for all children, especially for those
who may need extra assistance meeting grade-level standards. In NCLB, we
have a powerful tool to support our efforts to provide all children the
opportunity to receive the education they deserve and to meet academic
goals. By devoting new energy to those schools identified for
improvement, we have refocused the debate and taken the first steps
toward changing students\' lives for the better. The law is meant to
spur improvement, encourage reform, and inspire new initiatives so that
every child, regardless of his or her race, ethnicity, socioeconomic
status, disability, or level of English language proficiency, has the
opportunity to achieve and be successful.

Fortunately, there are schools and reform leaders across our Nation who
have shown how quickly effective leadership can transform student
achievement and how swiftly success can sweep through a school. With a
dedicated focus on accountability and achievement, *any* school that
needs improvement can create a new culture of learning and excellence.
The good news is that we know much more about what works: scientifically
proven methods; aligned standards, assessments, and instruction; school
and district leadership focused on student learning; accountability for
results; and highly qualified teachers will improve achievement and
bring success. Admittedly, our Nation\'s commitment \-- to teach every
child \-- is ambitious. But we have the tools and we have the know-how.
Working together, we can ensure that all students succeed and that the
achievement gap is closed, once and for all.

Under Section 1111(h)(5) of the Elementary and Secondary Education Act
(ESEA) 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. Specifically, in this
report the following data are reported:

-   Information on States' progress in developing and implementing
    academic assessments in reading/language arts, mathematics, and
    science required under section 1111(b)(3).

-   Information on the percentage of students scoring at the proficient
    or advanced levels on assessments administered in the 2002-2003
    school year in reading/language arts and mathematics for all
    students, disaggregated by major racial/ethnic groups, economically
    disadvantaged students, students with disabilities, limited English
    proficient students, migrant students, and gender.

-   Information on the acquisition of English proficiency by children
    with limited English proficiency, including States' progress in
    developing and implementing English language proficiency standards
    and English language proficiency assessments.

-   Information on the number and names of each Title I school
    identified for improvement, corrective action, or restructuring for
    the 2003-2004 school year under section 1116(b), the reasons for
    identification, and the measures taken to address the achievement
    problems of such schools.

-   Information on the number of students and Title I schools that
    participated in public school choice and supplemental educational
    services under section 1116(b) during the 2002-2003 school year.

-   Information on the quality of teachers and paraprofessionals and the
    percentage of public elementary and secondary school classes taught
    by highly qualified teachers in the States during the 2002-2003
    school year.

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. The Department
recognizes that these new data sets are complex and new to a number of
States. The Department expects all States to be able to report more
accurate and complete information beginning with the 2003-2004 school
year. The Department has provided explanatory notes throughout this
report to indicate caveats that must be considered when examining
particular data elements provided by the States.

State Standards and Assessments

Under *The No Child Left Behind Act of 2001* (NCLB), States are building
on the work they had already begun in the area of academic standards and
are implementing challenging academic content and student achievement
standards in the core academic subjects of reading/language arts,
mathematics, and science. The power of rigorous State academic standards
is undeniable: they provide a clear direction for what all students
should know and be able to do and establish clear expectations for
schools, teachers, parents, and students.

Rigorous academic standards, however, are but one critical element to
ensuring that all children attain to high levels of academic
achievement. To reach our goal of high achievement for all children, we
must also be able to measure accurately and efficiently whether or not
students are meeting the standards of learning expected of them,
diagnose problems, and offer immediate intervention. As President Bush
has stated, \"In order to make sure children are not simply shuffled
through the system, we must measure. We must determine what needs to be
corrected early, before it\'s too late.\"

Although previous federal legislation also required States to assess
public school children, States were required to test only three times
during a student\'s tenure in the K-12 educational system. This left too
many intervening years in which children\'s academic difficulties went
undiagnosed. The President and the Congress, in passing NCLB, recognized
that these intervening years without assessments were precious years
during which far too many children were slipping through the cracks and
being left behind. Therefore, under NCLB, States are enhancing their
existing assessment systems to include annual assessments in
reading/language arts and mathematics for all public school students in
each of grades 3 through 8 and at least once in grades 10 through 12 by
the 2005-2006 school year.

The timeline for State implementation of the standards and assessments
required by NCLB is as follows:

**[Academic Content and Student Achievement Standards]{.underline}**

-   By May 2003, as part of a State\'s consolidated application, States
    were required to have challenging academic content standards in
    reading/language arts and mathematics to cover each of grades 3-8.
    Additionally, as required under the 1994 reauthorization of the
    Elementary and Secondary Education Act (ESEA), States must continue
    to have academic content standards for grades 10-12 in
    reading/language arts and mathematics.

-   By the 2005-2006 school year, States must develop academic content
    standards in science for elementary (grades 3-5), middle (grades
    6-9), and high school (grades 10-12).

-   By the 2005-2006 school year, States must develop and implement
    student academic achievement standards in reading/language arts and
    mathematics for each of grades 3 through 8. As required under the
    1994 reauthorization of ESEA, States must continue to have academic
    achievement standards for grades 10-12 in reading/language arts and
    mathematics.

-   By the 2007-2008 school year, States must develop and implement
    student achievement standards in science for each of the grade spans
    3-5, 6-9, and 10-12.

**[Assessments of Academic Standards]{.underline}**

-   Through the 2004-2005 school year, States must administer annual
    assessments in reading/language arts and mathematics at least once
    during grades 3 through 5; grades 6 through 9; and grades 10 through
    12.

-   By the 2005-2006 school year, States must develop and implement
    yearly, high-quality assessments in reading/language arts and
    mathematics in each of grades 3 through 8 that are aligned with a
    State\'s challenging academic content and achievement standards. The
    requirement for annual assessments in reading/language arts and
    mathematics at least once in the grade span 10-12 remains and has
    not changed from the 1994 ESEA reauthorization.

-   By the 2007-2008 school year, States must develop and implement
    yearly, high-quality annual assessments in science that are aligned
    with a State\'s challenging academic content and achievement
    standards at least once in each of the grade spans 3-5, 6-9, and
    10-12.

-   A State\'s assessments in reading/language arts and mathematics must
    be used to make annual accountability determinations of how well all
    students in public elementary and secondary schools are learning and
    mastering the subject material reflected in a State\'s academic
    content and achievement standards.

-   Student achievement on assessments must be included in State and
    district report cards.

Immediately following enactment of NCLB, the Department conducted
negotiated rulemaking on regulations to implement the NCLB standards and
assessments requirements. The resulting regulations, published July 5,
2002, represented the consensus of a wide range of
stakeholders\--Federal, State, and local administrators, principals,
teachers, parents, and assessment experts. The Department also issued
non-regulatory guidance on the standards and assessments requirements on
March 10, 2003, and Standards and Assessments Peer Review Guidance on
April 28, 2004.

The purpose of the Peer Review guidance for standards and assessments is
twofold: (1) to inform States about what is acceptable evidence in
demonstrating that they have met the NCLB standards and assessments
requirements; and (2) to guide teams of peer reviewers who will examine
the evidence submitted by States and advise the Department as to whether
a State has met the requirements. The intent is to help States develop
comprehensive assessment systems that provide accurate and valid
information for holding districts and schools accountable for student
achievement against State standards.

To ensure that States are taking the steps necessary to meet the
deadline for administering annual academic assessments in each of grades
3-8 and at the high school level in reading/language arts and
mathematics by the 2005-2006 school year and annual academic assessments
in science by the 2007-2008 school year, the Department had each State
submit, as part of its May 2003 NCLB Consolidated State Application,
detailed information and timelines for developing and implementing the
standards and assessments required under NCLB. Specifically, in the May
2003 Consolidated State Application, States were asked to:

-   Provide evidence that the State had adopted challenging content
    standards in reading/language arts and mathematics at each grade
    level for grades 3 through 8, consistent with section 1111(b)(1), or
    disseminated grade-level expectations for reading/language arts and
    mathematics for grades 3 through 8 to LEAs and schools if the
    State's academic content standards cover more than one grade level.

-   Provide a detailed timeline for major milestones for adopting
    challenging academic content standards in science that meet the
    requirements of section 1111(b)(1).

-   Provide a detailed timeline of major milestones for the development
    and implementation, in consultation with LEAs, of assessments in
    mathematics, reading/language arts, and science that meet the
    requirements of section 1111(b)(3) in the required grade levels.

-   Provide a detailed timeline for major milestones for setting, in
    consultation with LEAs, academic achievement standards in
    mathematics, reading/language arts, and science that meet the
    requirements of section 1111(b)(1).

Each State's May 2003 Consolidated State Application is available on the
Department's website at:
[http://www.ed.gov/admins/lead/account/consolidated/index.html]{.underline}.
As the Department monitors States under Title I, the Department is
checking to ensure that each State is progressing on the timelines it
submitted in the May 2003 Consolidated State Application. In January
2005, as part of the State's Consolidated State Performance Reports for
the 2003-2004 school year, each State provided to the Department a
detailed status report on its progress implementing the standards and
assessments required by NCLB.

Finally, under NCLB States have received unprecedented federal resources
to assist them in implementing the NCLB standards and assessments
requirements. Between fiscal years 2002 and 2005, States have received
over \$1.5 billion in federal funds to develop and implement the
standards and assessments required by NCLB. Federal funds are available
to States for the development and implementation of State standards and
assessments under section 6111 of NCLB (Grants for State Assessments and
Related Activities) and section 6112 (Grants for Enhanced Assessment
Instruments). The primary purpose of section 6111 funds is for the
development of the new standards and assessments required by NCLB. If
States have already developed the standards and assessments required by
section 1111(b) of NCLB, States may use their section 6111 funds to pay
for the administration of assessments or any of the following other
activities:

-   Developing challenging academic content and student achievement
    standards and aligned assessments in subjects for which standards
    and assessments are not required by NCLB.

-   Developing or improving assessments of limited English proficiency
    to comply with section 1111(b)(7).

-   Ensuring the validity and reliability of State assessments.

-   Refining State assessments to ensure their continued alignment with
    State academic content standards and to improve the alignment of
    curricula and instructional materials.

-   Developing multiple measures to increase the reliability and
    validity of State assessment systems.

-   Strengthening the capacity of LEAs and schools to provide all
    students the opportunity to increase educational achievement,
    including professional development activities aligned with State
    student academic achievement standards and assessments.

-   Expanding the range of accommodations available to students with
    limited English proficiency and students with disabilities to
    improve the rates of inclusion of these students.

-   Improving the dissemination of information on student achievement
    and school performance to parents and the community, including the
    development of information and reporting systems designed to
    identify best practices based on scientifically based research or to
    assist in linking records of student achievement, length of
    enrollment, and graduation over time.

Additionally, Section 6112 provides competitive grants to States or
consortia of States to improve the quality, validity, and reliability of
State academic assessments. For fiscal years 2002 and 2003, \$21.5
million were appropriated for these Enhanced Assessment grants. The
funded projects focus on enhancement of assessments of students with
disabilities and students with limited English proficiency. Four
projects address the assessment of English proficiency, two focus on
appropriate test design and accommodations for LEP students, one project
examines appropriate accommodations for special education students, one
aims to improve the technical quality of alternate assessments for
students with severe disabilities, and one project will enhance State
capacity to evaluate and document the alignment between State standards
and State assessments.

The grants also enable consortia of States or individual States to:

-   Measure student achievement using multiple measures of student
    academic achievement from multiple sources;

-   Chart student progress over time; or

-   Evaluate student academic achievement through the development of
    comprehensive academic assessment instruments, such as performance-
    and technology-based academic assessment.

A description of each project, as well as the collaborating states and
groups and grant amounts, follows.

  ------------------ ---------------- --------------------------------------------------
  **LEAD STATE**                      **GRANT AMOUNT**

  **Utah**                            \$1,842,893

  Collaborators:     **Montana,       
                     Idaho, New       
                     Mexico,          
                     Colorado,        
                     Oregon, Wyoming  
                     & North Dakota** 

  The project aims                    
  to develop a                        
  series of                           
  assessments of                      
  English language                    
  proficiency at                      
  four levels (K-3;                   
  4-6; 7-9; 10-12)                    
  to enable teachers                  
  diagnose the                        
  proficiency level                   
  of English                          
  language learners                   
  (ELLs).                             

  **Rhode Island**                    \$1,788,356

  Collaborators:     **Maine, New     
                     Hampshire &      
                     Vermont**        

  The project will                    
  build upon an                       
  existing                            
  collaboration                       
  among Maine, New                    
  Hampshire, Rhode                    
  Island and Vermont                  
  and will help                       
  compare progress                    
  across states and                   
  combine resources                   
  to develop the                      
  highest quality                     
  assessments.                        
  States will                         
  examine the impact                  
  of computer-based                   
  testing                             
  accommodations on                   
  the validity of                     
  test scores for                     
  students with and                   
  without special                     
  needs, and train                    
  teachers to create                  
  and use the                         
  assessments.                        

  **South Carolina**                  \$1,719,821

  Collaborators:     **American       
                     Association for  
                     the Advancement  
                     of Science,      
                     Austin           
                     Independent      
                     School District, 
                     The Council of   
                     Chief State      
                     School Officers, 
                     District of      
                     Columbia Public  
                     Schools,         
                     Maryland & North 
                     Carolina**       

  The project will                    
  help gather valid                   
  information about                   
  ELLs\' academic                     
  knowledge and                       
  skills, and                         
  different types                     
  accommodations                      
  that can match                      
  students with the                   
  proper                              
  accommodations.                     

  **Oklahoma**                        \$1,442,453

  Collaborators:     **Alabama,       
                     California,      
                     Delaware,        
                     Kansas,          
                     Louisiana,       
                     Massachusetts,   
                     Minnesota, New   
                     Jersey, North    
                     Carolina,        
                     Pennsylvania,    
                     South Carolina,  
                     Texas, Wyoming,  
                     West Virginia &  
                     Wisconsin**      

  The project will                    
  work to expand and                  
  automate a process                  
  for judging the                     
  alignment of                        
  assessments with                    
  content standards,                  
  serve students                      
  with disabilities                   
  and help link                       
  assessments across                  
  grades. The                         
  alignment process                   
  system will be                      
  available on a                      
  CD-ROM that can be                  
  readily                             
  distributed to                      
  states to increase                  
  the use of the                      
  alignment tool in                   
  assessment                          
  development and                     
  verification.                       

  **Nevada**                          \$2,266,506

  Collaborators:     **Indiana, Iowa, 
                     Kentucky,        
                     Louisiana,       
                     Massachusetts,   
                     Michigan,        
                     Nebraska, New    
                     Jersey, New      
                     York, Ohio,      
                     Oklahoma,        
                     Oregon, South    
                     Carolina, Texas  
                     & West           
                     Virginia**       

  The project will                    
  help states                         
  implement                           
  assessments to                      
  measure the annual                  
  growth of English                   
  language                            
  development in                      
  speaking,                           
  listening, reading                  
  and writing. The                    
  project will                        
  produce test forms                  
  and an item bank                    
  from which states                   
  can draw to create                  
  test forms that                     
  reflect local                       
  needs and                           
  characteristics,                    
  and will help                       
  states predict                      
  ELLs\' readiness                    
  for English                         
  language                            
  assessment.                         

  **Pennsylvania**                    \$1,810,567

  Collaborators:     **Maryland,      
                     Michigan &       
                     Tennessee**      

  This project is                     
  designed to help                    
  states assess ELLs                  
  by analyzing state                  
  standards,                          
  establishing                        
  content benchmarks                  
  and developing                      
  standards-based                     
  assessments drawn                   
  from scientific                     
  research. The                       
  resulting                           
  assessments are to                  
  be shared with                      
  interested states                   
  and districts.                      

  **Colorado**                        \$1,746,023

  Collaborators:     **Iowa, Oregon,  
                     Illinois,        
                     Missouri, South  
                     Carolina, West   
                     Virginia &       
                     Wyoming**        

  The project will                    
  help improve                        
  alternative                         
  assessments for                     
  students with                       
  complex                             
  disabilities, and                   
  the assessment                      
  methods will be                     
  developed, pilot                    
  tested and                          
  analyzed during                     
  the course of this                  
  project.                            

  **Wisconsin**                       \$2,338,169

  Collaborators:     **Alaska,        
                     Delaware &       
                     Center for       
                     Applied          
                     Linguistics,     
                     Center for       
                     Equity and       
                     Excellence in    
                     Education,       
                     Second Language  
                     Acquisition,     
                     University of    
                     Wisconsin,       
                     University of    
                     Illinois**       

  The Wisconsin                       
  Department of                       
  Public Instruction                  
  plans to develop                    
  and enhance                         
  assessment                          
  instruments                         
  specially designed                  
  to measure ELLs\'                   
  performance and                     
  progress in                         
  English                             
  proficiency and                     
  literacy skills                     
  based on state                      
  standards on                        
  reading, writing                    
  and language arts                   
  and alternate                       
  assessments to                      
  measure their                       
  performance in                      
  other academic                      
  content areas.                      

  **Minnesota**                       \$2,013,503

  Collaborators:     **Nevada, North  
                     Carolina &       
                     Wyoming**        

  This project will                   
  develop new tools                   
  to measure the                      
  progress of ELLs                    
  using technology                    
  to pilot language                   
  assessment,                         
  develop new                         
  methods to                          
  organize, collect                   
  and score student                   
  assessment data                     
  and combine data                    
  from multiple                       
  measures to                         
  improve the                         
  evaluation of                       
  student progress                    
  over time. Staff                    
  development will                    
  help teachers use                   
  assessment results                  
  to improve                          
  instruction and                     
  the methods will                    
  be available to                     
  other states.                       
  ------------------ ---------------- --------------------------------------------------

During the 2002-2003 school year, each State administered academic
assessments in reading/language arts and mathematics as required by
NCLB. The assessment results for each State, the District of Columbia,
and Puerto Rico are available in Appendix A.

**English Language Proficiency**

When applying for NCLB formula grant funds, States were required to
submit detailed information regarding their English language proficiency
standards, assessments, and accountability systems. In response, States
provided a status update on standards, including definitions for *making
progress* in English, for *proficient*, and for *cohort.* States also
provided English language proficiency baseline data for the 2002--2003
school year, a list of assessments used to test limited English
proficient students' progress in English language proficiency, and
annual measurable achievement targets. Department staff reviewed State
submissions and approved the submissions of 12 States and granted
conditional approval to the remaining 40 jurisdictions. A subsequent
review raised the number of those jurisdictions with full approval to
44. The remaining 8 jurisdictions had an October 29, 2004, deadline for
submitting any missing or additional information which the Department is
currently reviewing.[^1]

Prior to NCLB, only a few States had English language proficiency
standards, and many States were using multiple English language
proficiency assessments that were not aligned with English language
proficiency standards. NCLB requires that State English language
proficiency standards be aligned with State academic content and
achievement standards. To assist with the development or revision of
English language proficiency standards and assessments that are
integrated into the broader accountability system, 40 States have joined
the consortia funded by the Department's Enhanced Assessment Grants.
Some States have completed and adopted integrated English language
proficiency standards, assessments, and accountability systems, and all
52 States and jurisdictions have reported making significant progress.

Because school districts within the individual States were using
multiple assessments of English language proficiency, many States were
initially unable to aggregate up to the State level data from these
various assessments to report in a coherent fashion information on the
progress of limited English proficient (LEP) students in acquiring
English language proficiency. However, the Department's Office of
English Language Acquisition will soon be providing to Congress its
first biennial report under section 3123(b), which will contain updated
information on the acquisition of English by LEP students.

**Title I Schools Identified for Improvement**

Accountability is central to the success of the *No Child Left Behind
Act* (NCLB): States need to set high standards for improving academic
achievement in order to improve the quality of education for all
students. Under NCLB, each State establishes a definition of adequate
yearly progress (AYP) to use each year to determine the achievement of
each public elementary and secondary school district and school. AYP
definitions are intended to highlight the specific areas where schools
need improvement and should focus their resources. The statute gives
States and local educational agencies significant flexibility in how
they direct resources and tailor interventions to the needs of
individual schools identified for improvement. Under NCLB, schools are
held accountable for the achievement of all students, not just average
student performance. Ensuring that schools are held accountable for all
students meeting State standards represents the core of the bipartisan
Act\'s goal of ensuring that no child is left behind.

To make AYP, a school must demonstrate that it has met the State's
target for proficiency in reading/language arts and mathematics for the
school as a whole and for each of its subgroups of students, ensure that
at least 95 percent of all students and each subgroup of students
participated in the State's reading/language arts and mathematics
assessments, and that the school has met the State's target for an
additional academic indicator. At the high school level, this additional
academic indicator must be the graduation rate.

In an historic milestone of education reform, in June 2003 the
Department announced that every State, Puerto Rico and the District of
Columbia had put into place new accountability plans outlining how they
would achieve the bold goal of making sure no child in America is left
behind. Under NCLB's strong accountability provisions, States must
describe how they will close the achievement gap and make sure all
students, achieve academic proficiency. In addition, they must produce
annual State and school district report cards that inform parents and
communities about State, district, and school progress. All states
submitted draft accountability plans to the U.S. Department of Education
by January 31, 2003. Following an initial review and technical
assistance, if needed, the next step was onsite peer reviews of each
State\'s proposed accountability plan. Teams of three peer reviewers \--
independent, non-Federal education policy, reform or statistical experts
\-- conducted each peer review. Following a review of the team\'s
consensus report, the Department provided feedback to the State and
worked to resolve any outstanding issues. Specific details on each
State's accountability plan can be found on the Department's website at:
[www.ed.gov/admins/lead/account/\
stateplans03/index.html](http://www.ed.gov/admins/lead/account/stateplans03/index.html).

Under their approved State accountability plans, States are to identify
for improvement any Title I school that does not meet the State\'s
definition of AYP for two or more consecutive years. Once identified,
States and local educational agencies have significant flexibility to
direct resources and tailor interventions to the needs of individual
schools. For example, the statute gives States and districts flexibility
in how they can direct Title I school improvement funds to schools that
need the most improvement. NCLB also provides a series of interventions
under \"school improvement,\" \"corrective action\" and
\"restructuring\" that allow States, districts, and schools to improve
the academic achievement of all students. The various school improvement
activities associated with each stage of school improvement are outlined
below:

  -----------------------------------------------------------------------
  **SCHOOL IMPROVEMENT OPTIONS**

  -----------------------------------------------------------------------

+--------------+---+-------------------------------------------------------+
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+--------------+---+-------------------------------------------------------+
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+--------------+---+-------------------------------------------------------+
| ***School\   | 1 |                                                       |
| I            | . |                                                       |
| mprovement,\ |   |                                                       |
| (Year        |   |                                                       |
| Two)***      | M |                                                       |
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|              | * |                                                       |
+--------------+---+-------------------------------------------------------+
| *            |   | Corrective Action requires an LEA to take actions     |
| **Corrective |   | likely to bring about meaningful change at the        |
| Action\      |   | school. To accomplish this goal, LEAs are required to |
| (Year        |   | take at least one of the following corrective         |
| Three)***    |   | actions, depending on the needs of the individual     |
|              |   | school:                                               |
|              |   |                                                       |
|              |   | 1.  Replace school staff responsible for the          |
|              |   |     continued failure to make AYP;                    |
|              |   |                                                       |
|              |   | 2.  Implement a new curriculum based on               |
|              |   |     scientifically based research (including          |
|              |   |     professional development);                        |
|              |   |                                                       |
|              |   | 3.  Significantly decrease management authority at    |
|              |   |     the school level;                                 |
|              |   |                                                       |
|              |   | 4.  Extend the school day or school year;             |
|              |   |                                                       |
|              |   | 5.  Appoint an outside expert to advise the school on |
|              |   |     its progress toward making AYP in accordance with |
|              |   |     its school plan; OR                               |
|              |   |                                                       |
|              |   | 6.  Reorganize the school internally.                 |
|              |   |                                                       |
|              |   | *In addition, the LEA continues to offer technical    |
|              |   | assistance, public school choice, and supplemental    |
|              |   | educational services.*                                |
+--------------+---+-------------------------------------------------------+

+----------------+-----------------------------------------------------+
| ***            | During the first year of restructuring, the LEA is  |
| Restructuring\ | required to prepare a plan and make necessary       |
| (Year Four)*** | arrangements to carry out one of the following      |
|                | options:                                            |
|                |                                                     |
|                | 1.  Reopen school as charter school.                |
|                |                                                     |
|                | 2.  Replace principal and staff.                    |
|                |                                                     |
|                | 3.  Contract for private management company of      |
|                |     demonstrated effectiveness.                     |
|                |                                                     |
|                | 4.  State takeover.                                 |
|                |                                                     |
|                | 5.  Any other major restructuring of school         |
|                |     governance.                                     |
|                |                                                     |
|                | *In addition, the LEA continues to offer public     |
|                | school choice and supplemental educational          |
|                | services.*                                          |
+----------------+-----------------------------------------------------+
| ***            | Implement alternative governance plan no later than |
| Implementation | first day of school year following year four        |
| of\            | described above.                                    |
| Restructuring\ |                                                     |
| (Year Five)*** |                                                     |
+----------------+-----------------------------------------------------+

Implementing the State accountability plan that was approved in spring
and early summer of 2003, each State, based on data from the 2002-2003
school year, identified Title I schools for improvement, corrective
action, and restructuring for the 2003-2004 school year. States provided
to the Department a list of their Title I schools identified for
improvement, the reason for the school being identified (e.g.,
reading/language arts proficiency, math participation rate, graduation
rate), and each school's Title I school improvement status for the
2003-2004 school year. States' lists of these Title I schools are
provided in Appendix B.

**Public School Choice and Supplemental Educational Services**

When schools do not meet State targets for improving the achievement of
all students, parents need to have better options, including the option
to send their child to another school. NCLB responds to that need by
giving parents of children enrolled in schools that receive Title I
funding and that are identified for school improvement, corrective
action, or restructuring the opportunity to transfer their children to a
school that has not been so identified. These statutory provisions,
along with other elements that focus new attention and resources on
turning around the schools identified for improvement, are critical
mechanisms for achieving the vision embodied in NCLB, a high-quality
education for all children.

Additionally, low-income parents of students enrolled in Title I schools
identified for their second year of school improvement, corrective
action, or restructuring may also have the opportunity to obtain, for
their child, "supplemental educational services," which are tutoring and
other academic enrichment services provided in addition to the regular
program of instruction and that are designed to enable children from
low-income families to reach academic proficiency. The opportunity to
obtain supplemental educational services is another parental choice
component of NCLB*.* When both options are available, parents may have
the choice of which option they would prefer for their child.

**Students Participating in Public School Choice and Supplemental
Educational Services during the 2002-2003 School Year**

The charts on the following pages report data submitted by the States
regarding the number of students who participated in public school
choice and supplemental educational services, as required under section
1116, during the 2002-2003 school year. The schools these students
attended had been identified for improvement or corrective action based
on data from the 2001-2002 school year and based on each State's
definition of AYP under the Improving America's Schools Act of 1994
(IASA).

NCLB included specific transition provisions governing Title I schools
that were identified for improvement under IASA. With one exception
stated under the law, districts were to provide public school choice at
the beginning of the 2002-2003 school year to all students in Title I
schools that had been identified for improvement or corrective action
(based on AYP under IASA) as of January 7, 2002. The exception was that
if a Title I school that was in school improvement on January 7 made its
second year of adequate yearly progress based on its 2002 assessment
results, the district was not required to provide choice to the students
in that school. Additionally, Title I schools that had been identified
for school improvement for two or more consecutive years as of January
7, 2002, were to begin offering supplemental educational services at the
beginning of the 2002-2003 school year.

The data reported by States reflect their first efforts to collect
information on public school choice and supplemental education services
under NCLB. All States are working to improve their data collections in
these areas, and the Department anticipates having complete data from
all States for the 2003-2004 school year.

**Public School Choice**

**2002-2003 School Year**

+-----------------+-----------------+-----------------+-----------------+
| # State         | **Number of     | **Number of     | **Number of     |
|                 | Students        | Schools from    | Schools to      |
|                 | Participating   | Which Students  | Which Students  |
|                 | in Public       | Transferred**   | Transferred**   |
|                 | School Choice** |                 |                 |
+=================+=================+=================+=================+
| Alabama         | 836             | 51              | 128             |
+-----------------+-----------------+-----------------+-----------------+
| Alaska          | 2               | 1               | 1               |
+-----------------+-----------------+-----------------+-----------------+
| Arizona         | 83              | 25              | 30              |
+-----------------+-----------------+-----------------+-----------------+
| Arkansas        | 171             | 25              | 29              |
+-----------------+-----------------+-----------------+-----------------+
| California[^2]  | 31,469          | 282             | Data not        |
|                 |                 |                 | available       |
+-----------------+-----------------+-----------------+-----------------+
| Colorado        | 194             | 16              | 12              |
+-----------------+-----------------+-----------------+-----------------+
| Connecticut     | 7               | 8               | 4               |
+-----------------+-----------------+-----------------+-----------------+
| Delaware        | Data not        | Data not        | Data not        |
|                 | available       | available       | available       |
+-----------------+-----------------+-----------------+-----------------+
| District of     | 192             | 15              | 34              |
| Columbia        |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Florida[^3]     | 0               | 0               | 0               |
+-----------------+-----------------+-----------------+-----------------+
| Georgia         | 1874            | 215             | 176             |
+-----------------+-----------------+-----------------+-----------------+
| Hawaii          | 21              | 15              | 15              |
+-----------------+-----------------+-----------------+-----------------+
| Idaho           | 0               | 0               | 0               |
+-----------------+-----------------+-----------------+-----------------+
| Illinois[^4]    | 1097            | 38              | 369             |
+-----------------+-----------------+-----------------+-----------------+
| Indiana         | 1301            | 120             | 132             |
+-----------------+-----------------+-----------------+-----------------+
| Iowa            | 170             | 12              | Data not        |
|                 |                 |                 | available       |
+-----------------+-----------------+-----------------+-----------------+
| Kansas          | 202             | 18              | 25              |
+-----------------+-----------------+-----------------+-----------------+
| Kentucky        | 229             | 15              | 28              |
+-----------------+-----------------+-----------------+-----------------+
| Louisiana       | 37              | 16              | 15              |
+-----------------+-----------------+-----------------+-----------------+
| Maine           | 0               | 0               | 0               |
+-----------------+-----------------+-----------------+-----------------+
| Maryland        | 709             | 105             | 92              |
+-----------------+-----------------+-----------------+-----------------+
| Massachusetts   | 845             | 87              | 161             |
+-----------------+-----------------+-----------------+-----------------+
| Michigan        | 19              | 9               | 5               |
+-----------------+-----------------+-----------------+-----------------+
| Minnesota       | Data not        | Data not        | Data not        |
|                 | available       | available       | available       |
+-----------------+-----------------+-----------------+-----------------+
| Mississippi     | 4               | 2               | 2               |
+-----------------+-----------------+-----------------+-----------------+
| Missouri        | 91              | 19              | 5               |
+-----------------+-----------------+-----------------+-----------------+
| Montana         | 38              | 3               | 5               |
+-----------------+-----------------+-----------------+-----------------+
| Nebraska        | 0               | 0               | 0               |
+-----------------+-----------------+-----------------+-----------------+
| Nevada          | 127             | 12              | 9               |
+-----------------+-----------------+-----------------+-----------------+
| New Hampshire   | 1               | 1               | 1               |
+-----------------+-----------------+-----------------+-----------------+
| New Jersey      | 289             | Data not        | Data not        |
|                 |                 | available       | available       |
+-----------------+-----------------+-----------------+-----------------+
| New Mexico      | 529             | 58              | 65              |
+-----------------+-----------------+-----------------+-----------------+
| New York        | [15             | 222             | 268             |
|                 | 07](../../../.. |                 |                 |
|                 | /../../../../C: |                 |                 |
|                 | /Documents%20an |                 |                 |
|                 | d%20Settings/ce |                 |                 |
|                 | lia.sims/Local% |                 |                 |
|                 | 20Settings/Temp |                 |                 |
|                 | orary%20Interne |                 |                 |
|                 | t%20Files/OLK5B |                 |                 |
|                 | 3/#RANGE!_ftn7) |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| North Carolina  | 99              | 2               | 6               |
+-----------------+-----------------+-----------------+-----------------+
| North Dakota    | 11              | 4               | 2               |
+-----------------+-----------------+-----------------+-----------------+
| Ohio            | 698             | 97              | 126             |
+-----------------+-----------------+-----------------+-----------------+
| Oklahoma        | 549             | 8               | 58              |
+-----------------+-----------------+-----------------+-----------------+
| Oregon          | 742             | 3               | 8               |
+-----------------+-----------------+-----------------+-----------------+
| Pennsylvania    | 116             | 34              | 23              |
+-----------------+-----------------+-----------------+-----------------+
| Puerto Rico     | Data not        | Data not        | Data not        |
|                 | available       | available       | available       |
+-----------------+-----------------+-----------------+-----------------+
| Rhode Island    | 17              | 3               | 6               |
+-----------------+-----------------+-----------------+-----------------+
| South Carolina  | 519             | 27              | 42              |
+-----------------+-----------------+-----------------+-----------------+
| South Dakota    | 1               | 1               | 1               |
+-----------------+-----------------+-----------------+-----------------+
| Tennessee       | 810             | 56              | 74              |
+-----------------+-----------------+-----------------+-----------------+
| Texas           | 59              | 30              | Data not        |
|                 |                 |                 | available       |
+-----------------+-----------------+-----------------+-----------------+
| Utah            | 204             | 18              | 17              |
+-----------------+-----------------+-----------------+-----------------+
| Vermont         | 0               | 0               | 0               |
+-----------------+-----------------+-----------------+-----------------+
| Virginia        | 277             | 28              | 25              |
+-----------------+-----------------+-----------------+-----------------+
| Washington      | 620             | 28              | 35              |
+-----------------+-----------------+-----------------+-----------------+
| West Virginia   | 49              | 8               | 6               |
+-----------------+-----------------+-----------------+-----------------+
| Wisconsin       | 111             | 35              | 65              |
+-----------------+-----------------+-----------------+-----------------+
| Wyoming[^5]     | 0               | 0               | 0               |
+-----------------+-----------------+-----------------+-----------------+
| **TOTAL**       | **46,926**      | **1,772**       | **2,105**       |
+-----------------+-----------------+-----------------+-----------------+

**Supplemental Educational Services**

**2002-2003 School Year**

+-----------------------+-----------------------+-----------------------+
| ## State              | **Number of Students  | **Number of Schools   |
|                       | Receiving             | Whose Students        |
|                       | Supplemental          | Received Supplemental |
|                       | Services**            | Services**            |
+=======================+=======================+=======================+
| Alabama               | 726                   | 38                    |
+-----------------------+-----------------------+-----------------------+
| Alaska                | 1295                  | 15                    |
+-----------------------+-----------------------+-----------------------+
| Arizona               | 122                   | 21                    |
+-----------------------+-----------------------+-----------------------+
| Arkansas              | 133                   | 5                     |
+-----------------------+-----------------------+-----------------------+
| California[^6]        | 30,049                | 295                   |
+-----------------------+-----------------------+-----------------------+
| Colorado              | 77                    | 4                     |
+-----------------------+-----------------------+-----------------------+
| Connecticut           | 718                   | 8                     |
+-----------------------+-----------------------+-----------------------+
| Delaware              | 0                     | 0                     |
+-----------------------+-----------------------+-----------------------+
| District of Columbia  | 1120                  | 15                    |
+-----------------------+-----------------------+-----------------------+
| Florida[^7]           | 0                     | 0                     |
+-----------------------+-----------------------+-----------------------+
| Georgia               | 14,588                | 384                   |
+-----------------------+-----------------------+-----------------------+
| Hawaii                | 1406                  | 54                    |
+-----------------------+-----------------------+-----------------------+
| Idaho                 | 0                     | 0                     |
+-----------------------+-----------------------+-----------------------+
| Illinois              | 773                   | 25                    |
+-----------------------+-----------------------+-----------------------+
| Indiana               | 1212                  | 39                    |
+-----------------------+-----------------------+-----------------------+
| Iowa                  | 319                   | 6                     |
+-----------------------+-----------------------+-----------------------+
| Kansas                | Data not available    | 15                    |
+-----------------------+-----------------------+-----------------------+
| Kentucky              | 1132                  | 26                    |
+-----------------------+-----------------------+-----------------------+
| Louisiana             | 0                     | 0                     |
+-----------------------+-----------------------+-----------------------+
| Maine                 | 0                     | 0                     |
+-----------------------+-----------------------+-----------------------+
| Maryland              | 902                   | 54                    |
+-----------------------+-----------------------+-----------------------+
| Massachusetts         | 3063                  | 96                    |
+-----------------------+-----------------------+-----------------------+
| Michigan              | 3376                  | 157                   |
+-----------------------+-----------------------+-----------------------+
| Minnesota[^8]         | 0                     | 0                     |
+-----------------------+-----------------------+-----------------------+
| Mississippi           | 188                   | 4                     |
+-----------------------+-----------------------+-----------------------+
| Missouri              | 66                    | 4                     |
+-----------------------+-----------------------+-----------------------+
| Montana               | 84                    | 3                     |
+-----------------------+-----------------------+-----------------------+
| Nebraska              | 0                     | 0                     |
+-----------------------+-----------------------+-----------------------+
| Nevada[^9]            | 0                     | 0                     |
+-----------------------+-----------------------+-----------------------+
| New Hampshire         | 23                    | 2                     |
+-----------------------+-----------------------+-----------------------+
| New Jersey            | 11,097                | Data not available    |
+-----------------------+-----------------------+-----------------------+
| New Mexico            | 583                   | 19                    |
+-----------------------+-----------------------+-----------------------+
| New York[^10]         | 31,656                | 370                   |
+-----------------------+-----------------------+-----------------------+
| North Carolina        | 129                   | 3                     |
+-----------------------+-----------------------+-----------------------+
| North Dakota          | Data not available    | 27                    |
+-----------------------+-----------------------+-----------------------+
| Ohio                  | 1518                  | 100                   |
+-----------------------+-----------------------+-----------------------+
| Oklahoma              | 378                   | 21                    |
+-----------------------+-----------------------+-----------------------+
| Oregon                | 198                   | 3                     |
+-----------------------+-----------------------+-----------------------+
| Pennsylvania          | 2541                  | 203                   |
+-----------------------+-----------------------+-----------------------+
| Puerto Rico           | 2741                  | 32                    |
+-----------------------+-----------------------+-----------------------+
| Rhode Island          | 82                    | 1                     |
+-----------------------+-----------------------+-----------------------+
| South Carolina        | 297                   | 15                    |
+-----------------------+-----------------------+-----------------------+
| South Dakota          | 7                     | 1                     |
+-----------------------+-----------------------+-----------------------+
| Tennessee             | 3195                  | 88                    |
+-----------------------+-----------------------+-----------------------+
| Texas                 | 8                     | 3                     |
+-----------------------+-----------------------+-----------------------+
| Utah                  | 65                    | 2                     |
+-----------------------+-----------------------+-----------------------+
| Vermont               | 7                     | 2                     |
+-----------------------+-----------------------+-----------------------+
| Virginia[^11]         | 0                     | 0                     |
+-----------------------+-----------------------+-----------------------+
| Washington            | 0                     | 0                     |
+-----------------------+-----------------------+-----------------------+
| West Virginia         | 2                     | 1                     |
+-----------------------+-----------------------+-----------------------+
| Wisconsin             | 750                   | 33                    |
+-----------------------+-----------------------+-----------------------+
| Wyoming[^12]          | 0                     | 0                     |
+-----------------------+-----------------------+-----------------------+
| **TOTAL**             | **116,626**           | **2,194**             |
+-----------------------+-----------------------+-----------------------+

**Teacher and Paraprofessional Quality**

NCLB places a major emphasis on teacher quality as a factor in improving
student achievement. To help ensure that all teachers of core academic
subjects are highly qualified no later than the end of the 2005-2006
school year, Title II, Part A of ESEA - *the Improving Teacher Quality
State Grants program* - provides nearly \$3 billion a year to the
States. These funds can be used to prepare, train, and recruit
highly-qualified teachers and principals capable of ensuring that all
children will achieve to high academic standards. In 2002-2003,
approximately 93 percent of all school districts received *Title II,
Part A* funds. The new Title II program requires States to develop plans
with annual measurable objectives that will ensure that all teachers
teaching in core academic subjects are highly qualified by the end of
the 2005-2006 school year.

Since January 2002, State and local educational agencies, along with
State agencies for higher education, have been working to implement the
*Improving Teacher Quality State Grants* program*.* In designing their
teacher training, recruitment, retention, and professional development
activities, States and local districts must incorporate scientifically
based strategies that have been shown to increase student academic
achievement.

The requirement that teachers be highly qualified applies to all public
elementary and secondary school teachers employed by a local educational
agency who teach a core academic subject. "Highly qualified" means that
the teacher:

> 1\. Has obtained full State certification as a teacher or passed the
> State teacher licensing examination and holds a license to teach in
> the State, and does not have certification or licensure requirements
> waived on an emergency, temporary, or provisional basis;
>
> 2\. Holds a minimum of a bachelor's degree; and

3\. Has demonstrated subject matter competency in each of the academic
subjects in which the teacher teaches, in a manner determined by the
State and in compliance with Section 9101(23) of ESEA.

The statutory definition includes additional elements that apply
somewhat differently to new and current teachers, and to elementary,
middle, and secondary school teachers. The complete definition of a
"highly qualified" teacher is in Section 9101(23) of the ESEA. The term
"core academic subjects" means English, reading or language arts,
mathematics, science, foreign languages, civics and government,
economics, arts, history, and geography \[Section 9101(11)\].

In the September 2003 Consolidated State Application and the December
2003 Consolidated State Performance Report Part I, States were asked to
provide baseline data from the 2002-2003 school year for the percentage
of classes in the core academic subjects being taught by "highly
qualified" teachers (as the term is defined in Section 9101(23) of the
ESEA), in the aggregate and in high and low-poverty schools. Section
1111(h)(1)(C)(viii) defines "high-poverty" and "low-poverty schools" as
schools in the top and bottom quartiles of poverty in the State.

The 2002-2003 school year was the first year that States were required
to collect and report data on the percentage of core academic classes
taught by highly-qualified teachers. The information that must be
collected for this data requirement is complex---States must match
individual classroom data with individual teacher qualification data and
then disaggregate those data by school poverty levels. For those States
that were unable to collect and merge these data sets for the 2002-2003
school year, the Department placed conditions on their Title I and Title
II October 2003 grant awards requiring them to submit detailed data
collection plans for the 2003-2004 school year and for future years for
how the State will collect and report these data. The Department expects
to be able to report more accurate and complete data for all States
beginning with the 2003-2004 school year.

Percent of Core Academic Classes Taught by Highly Qualified Teachers

2002-2003 School Year

+-----------------+-----------------+-----------------+-----------------+
| State           | State Aggregate | High-Poverty    | Low-Poverty     |
|                 |                 | Schools         |                 |
|                 |                 |                 | Schools         |
+=================+=================+=================+=================+
| Alabama[^13]    | 35              | 29              | 36              |
+-----------------+-----------------+-----------------+-----------------+
| Alaska[^14]     | Data not        | Data not        | Data not        |
|                 | available       | available       | available       |
+-----------------+-----------------+-----------------+-----------------+
| Arizona         | 95              | 90              | 100             |
+-----------------+-----------------+-----------------+-----------------+
| Arkansas[^15]   | Data not        | Data not        | Data not        |
|                 | available       | available       | available       |
+-----------------+-----------------+-----------------+-----------------+
| California[^16] | 48              | 35              | 53              |
+-----------------+-----------------+-----------------+-----------------+
| Colorado[^17]   | 86              | Data not        | Data not        |
|                 |                 | available       | available       |
+-----------------+-----------------+-----------------+-----------------+
| Connecticut     | 96              | 95              | 98              |
+-----------------+-----------------+-----------------+-----------------+
| Delaware        | 85              | 85              | 95              |
+-----------------+-----------------+-----------------+-----------------+
| District of     | 43              | 37              | 44              |
| Columbia        |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Florida         | 91              | 93              | 92              |
+-----------------+-----------------+-----------------+-----------------+
| Georgia         | 94              | 95              | 96              |
+-----------------+-----------------+-----------------+-----------------+
| Hawaii[^18]     | 80              | 73              | 84              |
+-----------------+-----------------+-----------------+-----------------+
| Idaho           | 98              | 99              | Data not        |
|                 |                 |                 | available       |
+-----------------+-----------------+-----------------+-----------------+
| Illinois        | 98              | 95              | 100             |
+-----------------+-----------------+-----------------+-----------------+
| Indiana         | 96              | 95              | 97              |
+-----------------+-----------------+-----------------+-----------------+
| Iowa            | 95              | 95              | 95              |
+-----------------+-----------------+-----------------+-----------------+
| Kansas          | 80              | 80              | 79              |
+-----------------+-----------------+-----------------+-----------------+
| Kentucky[^19]   | 95              | 97              | 93              |
+-----------------+-----------------+-----------------+-----------------+
| Louisiana[^20]  | 85              | 78              | 90              |
+-----------------+-----------------+-----------------+-----------------+
| Maine           | Data not        | Data not        | Data not        |
|                 | available       | available       | available       |
+-----------------+-----------------+-----------------+-----------------+
| Maryland        | 65              | 47              | 76              |
+-----------------+-----------------+-----------------+-----------------+
| Massachusetts   | 94              | 88              | Data not        |
|                 |                 |                 | available       |
+-----------------+-----------------+-----------------+-----------------+
| Michigan        | 95              | 90              | 99              |
+-----------------+-----------------+-----------------+-----------------+
| Minnesota[^21]  | Data not        | Data not        | Data not        |
|                 | available       | available       | available       |
+-----------------+-----------------+-----------------+-----------------+
| Mississippi     | 85              | 81              | 87              |
+-----------------+-----------------+-----------------+-----------------+
| Missouri        | 95              | 90              | 97              |
+-----------------+-----------------+-----------------+-----------------+
| Montana         | Data not        | Data not        | 97              |
|                 | available       | available       |                 |
+-----------------+-----------------+-----------------+-----------------+
| Nebraska[^22]   | 90              | 82              | 93              |
+-----------------+-----------------+-----------------+-----------------+
| Nevada          | 50              | 50              | 62              |
+-----------------+-----------------+-----------------+-----------------+
| New Hampshire   | 86              | 84              | 88              |
+-----------------+-----------------+-----------------+-----------------+
| New Jersey      | Data not        | Data not        | Data not        |
|                 | available       | available       | available       |
+-----------------+-----------------+-----------------+-----------------+
| New Mexico      | 77              | 71              | 76.5            |
+-----------------+-----------------+-----------------+-----------------+
| New York        | Data not        | Data not        | Data not        |
|                 | available       | available       | available       |
+-----------------+-----------------+-----------------+-----------------+
| North Carolina  | 83              | 78              | 86              |
+-----------------+-----------------+-----------------+-----------------+
| North Dakota    | 91              | 94              | 91              |
+-----------------+-----------------+-----------------+-----------------+
| Ohio[^23]       | 82              | 78              | 97              |
+-----------------+-----------------+-----------------+-----------------+
| Oklahoma[^24]   | 98              | 97              | 98              |
+-----------------+-----------------+-----------------+-----------------+
| Oregon          | 82              | 72              | 86              |
+-----------------+-----------------+-----------------+-----------------+
| Pennsylvania    | 95              | 93              | 99              |
+-----------------+-----------------+-----------------+-----------------+
| Puerto Rico     | Data not        | Data not        | Data not        |
|                 | available       | available       | available       |
+-----------------+-----------------+-----------------+-----------------+
| Rhode           | Data not        | Data not        | Data not        |
| Island[^25]     | available       | available       | available       |
+-----------------+-----------------+-----------------+-----------------+
| South           | Data not        | Data not        | Data not        |
| Carolina[^26]   | available       | available       | available       |
+-----------------+-----------------+-----------------+-----------------+
| South Dakota    | 89              | 79              | 91              |
+-----------------+-----------------+-----------------+-----------------+
| Tennessee       | 34              | 35              | 33              |
+-----------------+-----------------+-----------------+-----------------+
| Texas[^27]      | 76              | 69              | 81              |
+-----------------+-----------------+-----------------+-----------------+
| Utah[^28]       | Data not        | Data not        | Data not        |
|                 | available       | available       | available       |
+-----------------+-----------------+-----------------+-----------------+
| Vermont         | 92              | 93              | 92              |
+-----------------+-----------------+-----------------+-----------------+
| Virginia        | 83              | 77              | 87              |
+-----------------+-----------------+-----------------+-----------------+
| Washington      | 83              | 88              | 79              |
+-----------------+-----------------+-----------------+-----------------+
| West Virginia   | 94              | 96              | 98              |
+-----------------+-----------------+-----------------+-----------------+
| Wisconsin[^29]  | Data not        | Data not        | Data not        |
|                 | available       | available       | available       |
+-----------------+-----------------+-----------------+-----------------+
| Wyoming         | 95              | 99              | 98              |
+-----------------+-----------------+-----------------+-----------------+

Professional Development

NCLB recognizes the critical importance of teachers having access to
high-quality professional development to improve the academic
performance of all students. The term "high-quality professional
development" means professional development that meets the criteria
contained in the definition of professional development in section
9101(34) of ESEA. Professional development includes, but is not limited
to, activities that:

-   Improve and increase teachers' knowledge of academic subjects and
    enable teachers to become highly qualified;

-   Are an integral part of broad schoolwide and districtwide
    educational improvement plans;

-   Give teachers and principals the knowledge and skills to help
    students meet challenging State academic standards;

-   Improve classroom management skills;

-   Are sustained, intensive, and classroom-focused and are not one-day
    or short-term workshops;

-   Advance teacher understanding of effective instruction strategies
    that are based on scientifically based research; and

-   Are developed with extensive participation of teachers, principals,
    parents, and administrators.

    In the September 2003 Consolidated State Applications, States
    reported the percentage of public elementary and secondary school
    teachers who received high-quality professional development during
    the 2002-2003 school year. The 2002-2003 school year was the first
    year that States were required to collect and report data on
    high-quality professional development. For those States that were
    unable to collect and merge these data for the 2002-2003 school
    year, the Department placed conditions on their Title II October
    2003 grant awards requiring them to submit detailed data collection
    plans for the 2003-2004 school year and for future years for how the
    State will collect and report these data. The Department expects to
    be able to report more accurate and complete data on professional
    development for all States beginning with the 2003-2004 school year.

Percent of Teachers Receiving High-Quality Professional Development

**2002-2003 School Year**

  -----------------------------------------------------------------------
  **State**                           **% of Teachers Receiving High
                                      Quality Professional Development**
  ----------------------------------- -----------------------------------
  Alabama                             83

  Alaska                              100

  Arizona                             83

  Arkansas                            100

  California[^30]                     25

  Colorado                            60

  Connecticut                         100

  Delaware                            75

  District of Columbia                60

  Florida                             90

  Georgia                             69

  Hawaii                              17

  Idaho                               94

  Illinois[^31]                       Data not available

  Indiana                             99

  Iowa                                77

  Kansas                              50

  Kentucky[^32]                       Data not available

  Louisiana[^33]                      53

  Maine[^34]                          Data not available

  Maryland                            33

  Massachusetts[^35]                  Data not available

  Michigan[^36]                       Data Not Available

  Minnesota[^37]                      Data Not Available

  Mississippi[^38]                    Data not available

  Missouri                            61

  Montana[^39]                        Data Not Available

  Nebraska                            41

  Nevada                              36

  New Hampshire                       75

  New Jersey                          98

  New Mexico                          95

  New York[^40]                       Data not available

  North Carolina                      69

  North Dakota                        12

  Ohio                                73

  Oklahoma[^41]                       Data Not Available

  Oregon                              79

  Pennsylvania                        86

  Puerto Rico                         20

  Rhode Island                        65

  South Carolina[^42]                 Data not available

  South Dakota                        22

  Tennessee                           49

  Texas                               90

  Utah                                18

  Vermont                             100

  Virginia                            85

  Washington                          46

  West Virginia[^43]                  Data not available

  Wisconsin                           100

  Wyoming                             79
  -----------------------------------------------------------------------

**Paraprofessionals**

Title I of ESEA is designed to help disadvantaged children reach high
academic standards. Properly trained paraprofessionals can play
important roles in improving student achievement in Title I schools
where they can reinforce a teacher's effort in the classroom.
Unfortunately, studies indicate that paraprofessionals are used in many
Title I schools for teaching and assisting in teaching when their
educational backgrounds do not qualify them for such responsibilities.
Title I of ESEA requires that paraprofessionals meet higher standards of
qualification and ensures that students who need the most help receive
instructional support only from qualified paraprofessionals.

For the purposes of Title I, Part A, a paraprofessional is an employee
of an LEA who provides instructional support in a program supported with
Title I, Part A funds.

Paraprofessionals who provide instructional support includes those who
(1) provide one-on-one tutoring if such tutoring is scheduled at a time
when a student would not otherwise receive instruction from a teacher;
(2) assist with classroom management, such as by organizing
instructional materials; (3) provide instructional assistance in a
computer laboratory; (4) conduct parental involvement activities; (5)
provide instructional support in a library or media center; (6) act as a
translator; or (7) provide instructional support services under the
direct supervision of a highly qualified teacher.

Although paraprofessionals provide instructional support, they should
not be providing planned direct instruction, or introducing to students
new skills, concepts, or academic content. Individuals who work in food
services, cafeteria or playground supervision, personal care services,
non-instructional computer assistance, and similar positions are not
considered paraprofessionals under Title I, Part A.

To be qualified under NCLB,

> \(1\) All Title I paraprofessionals must have a secondary school
> diploma or its recognized equivalent.
>
> \(2\) Additionally, except as noted below, paraprofessionals hired
> after January 8, 2002, and working in a program supported with Title
> I, Part A funds must have---

-   Completed two years of study at an institution of higher education;
    or

-   Obtained an associate's (or higher) degree; or

-   Met a rigorous standard of quality and be able to demonstrate,
    through a formal State or local academic assessment, knowledge of
    and the ability to assist in instructing, reading, writing, and
    mathematics (or, as appropriate, reading readiness, writing
    readiness, and mathematics readiness).

> \(3\) Paraprofessionals hired on or before January 8, 2002, and
> working in a program supported with Title I, Part A funds must meet
> these requirements by January 8, 2006.

Paraprofessionals who only serve as translators or who only conduct
parental involvement activities must have a secondary school diploma or
its equivalent but do not have to meet the additional requirements.

In the September 2003 Consolidated State Applications, States were asked
to provide baseline data for the percentage of their Title I
paraprofessionals who met NCLB qualification requirements during the
2002-2003 school year. The 2002-2003 school year was the first year that
States were required to collect and report data on qualified Title I
paraprofessionals. For those States that were unable to collect these
data for the 2002-2003 school year, the Department placed conditions on
their Title I October 2003 grant awards requiring them to submit
detailed data collection plans for the 2003-2004 school year and for
future years for how the State will collect and report these data. The
Department expects to be able to report more accurate and complete data
on Title I paraprofessionals for all States beginning with the 2003-2004
school year.

**Percent of Qualified Title I Paraprofessionals**

**2002-2003 School Year**

  -----------------------------------------------------------------------
  **State**                           **Percent of Qualified Title I
                                      Paraprofessionals**
  ----------------------------------- -----------------------------------
  Alabama                             38

  Alaska                              27

  Arizona                             38

  Arkansas[^44]                       Data Not Available

  California                          20

  Colorado                            22

  Connecticut                         30

  Delaware[^45]                       52

  District of Columbia                5

  Florida                             39

  Georgia                             67

  Hawaii                              11

  Idaho                               87

  Illinois[^46]                       Data Not Available

  Indiana                             43

  Iowa                                99

  Kansas                              60

  Kentucky                            60

  Louisiana[^47]                      0

  Maine                               Data Not Available

  Maryland                            21

  Massachusetts                       46

  Michigan                            Data Not Available

  Minnesota                           Data Not Available

  Mississippi                         65

  Missouri                            26

  Montana                             Data Not Available

  Nebraska                            42

  Nevada                              56

  New Hampshire                       54

  New Jersey                          42

  New Mexico                          24

  New York                            Data Not Available

  North Carolina                      35

  North Dakota                        Data Not Available

  Ohio[^48]                           5

  Oklahoma                            Data Not Available

  Oregon                              44

  Pennsylvania                        19

  Puerto Rico                         44

  Rhode Island                        40

  South Carolina                      17

  South Dakota                        54

  Tennessee                           41

  Texas                               50

  Utah                                46

  Vermont                             31

  Virginia                            24

  Washington                          39

  West Virginia                       53

  Wisconsin                           35

  Wyoming                             54
  -----------------------------------------------------------------------

[]{.mark}

[]{.mark}

**Appendix A**

**State Assessment Data from the 2002-2003 School Year**

**Appendix B**

**State Lists of Title I Schools Identified for Improvement**

**during the 2003-2004 School Year**

[^1]: Office of English Language Acquisition program officers' detailed
    reviews of State submissions are available in official state
    educational agency grantee files. The accountability sections of
    State Consolidated State Applications are available at
    <http://www.ed.gov/admins/lead/account/stateplans03/index.html> .

[^2]: These are the best data currently available to the California
    Department of Education regarding the first year of NCLB
    implementation. California continues to work with its districts and
    schools to improve the quality of the information they provide.

[^3]: Florida had no Title I schools identified for improvement or
    corrective action during the 2002-2003 school year.

[^4]: These data represent only the Chicago school district. Statewide
    numbers will be available in future years.

[^5]: Wyoming had no Title I schools identified for improvement or
    corrective action during the 2002-2003 school year.

[^6]: These are the best data currently available to the California
    Department of Education regarding the first year of NCLB
    implementation. California continues to work with its districts and
    schools to improve the quality of the information they provide.

[^7]: Florida had no Title I schools identified for school improvement
    year 2 or corrective action during the 2002-2003 school year.

[^8]: Minnesota had no Title I schools identified for school improvement
    year 2 or corrective action during the 2002-2003 school year.

[^9]: Nevada had no Title I schools identified for school improvement
    year 2 or corrective action during the 2002-2003 school year.

[^10]: Includes data from New York City school district only. Data on
    Districts outside of New York City will be available beginning with
    the 2003-2004 school year. In 2002-03, the number of children
    transferring under the choice option in other districts was minimal.

[^11]: Virginia had no Title I schools identified for school improvement
    year 2 or corrective action during the 2002-2003 school year.

[^12]: Wyoming had no Title I schools identified for school improvement
    year 2 or corrective action during the 2002-2003 school year.

[^13]: During 2002-2003, Alabama employed 37,787 teachers who must
    document that they are highly qualified because they teach core
    academic subjects as defined by NCLB. Following training sessions
    provided by the State Department of Education (SDE), local
    educational agencies (LEAs) submitted a checklist their teachers.
    SDE staff members were able to review 14,250 checklists before the
    8/15/03 cut-off date for 2002-2003. Thus, the 12,985 highly
    qualified teachers indicated above represent 91.1% of the 14,250
    teachers for whom checklists were reviewed and 69.8% of the teachers
    for whom checklists were received. Subsequent updates on highly
    qualified teachers will include teachers who met the criteria during
    summer 2003 and the review of checklists received after 8/15/03.

[^14]: For the 2002-2003 school year, Alaska was unable to report this
    information at the individual classroom level.

[^15]: For the 2002-2003 school year, Arkansas was unable to report this
    information at the individual classroom level.

[^16]: The data used to generate this information were collected through
    the annual California Basic Education Data System (CBEDS). More
    specifically, data from the Professional Assignment Information Form
    (PAIF) were used to determine the percentage of credentialed
    teachers in core academic subject classes in California. That number
    was reduced to reflect the likelihood (based on the California
    Commission on Teacher Credentialing data) that elementary teachers
    had passed a rigorous State assessment to gain their credentials
    (about 60%), and that about 25% of secondary core academic subject
    class teachers had earned their supplemental authorizations by
    completing a major or major equivalent of credits.

[^17]: Colorado's data are for the 2003-2004 school year.

[^18]: "High-poverty schools" were defined by Hawaii as those receiving
    Title I funds in school year 2002-03.

[^19]: Data reflect Kentucky's best estimate for the 2002-2003 school
    year.

[^20]: This report represents the best data available at this time. It
    does not include special education teachers due to difficulties with
    data collection in that area. Louisiana is working to develop a
    mechanism to collect the required data for special education
    teachers.

[^21]: For the 2002-2003 school year, Minnesota was unable to collect
    this information at the individual classroom level.

[^22]: The data include only the classes at the secondary level (grades
    9-12). Nebraska's data collection system for teacher qualifications
    is being revised to allow for the collection of data to determine
    the highly qualified status of all teachers. Revisions to the system
    and to the data collections for the 2003-2004 reporting are being
    made that will include teachers at all levels.

[^23]: Ohio's data do not include those people who may be highly
    qualified through the use of a Master's degree in the content area,
    a major with 30 or more semester hours in the content area or those
    who qualify using the rubric, items not collected in the 2002-2003
    school year. All options will be included in future school years.

[^24]: Oklahoma's data are for the 2003-2004 school year.

[^25]: In the fall of 2002, Rhode Island implemented a new computer
    application called RICERT. The purpose of RICERT is to replace an
    antiquated mainframe system that tracked teachers' State
    certification. A revision is being made to the RICERT that will
    allow the State to identify teachers meeting the criteria of a
    "highly qualified" teachers in any given assignment area reported.
    Once so identified, the teacher will be counted in the equation that
    will determine the percentage of classes being taught by "highly
    qualified" teachers.

[^26]: For the 2002-2003 school year, South Carolina was unable to
    collect this information at the individual classroom level.

[^27]: These percentages underestimate the percentage of classes taught
    by highly qualified teachers because data related to college
    coursework and other professional development and experience were
    not available for 2002-2003. Texas relied solely on certification
    records, which are maintained at the State level, for the purpose of
    determining baseline data from 2002‑2003: Number of teacher FTEs
    with State certification in core subject areas divided by total
    number of teacher FTEs in core subject areas. It should be noted
    that local educational agencies will be using additional information
    when implementing parental notification requirements. Further, the
    methodology for determining the baseline and projections is subject
    to annual review and modification to incorporate improvements in
    data collection systems.

[^28]: Utah submitted the percentage of Full-Time Equivalent (FTE)
    teachers under NCLB subject areas rather than the percentage of
    classes taught by highly qualified teachers. The information
    submitted was available from Utah's database of licensed educators;
    the information needed for the latter percentage is not yet
    available from the State's student database.

[^29]: For the 2002-2003 school year, Wisconsin was unable to collect
    this information at the individual classroom level.

[^30]: This number reflects California's best estimate for the 2002-2003
    school year. The State has refined its data collection to report
    more accurate data in the future.

[^31]: Illinois was unable to collect these data for the 2002-2003
    school year.

[^32]: Kentucky was unable to collect these data for the 2002-2003
    school year.

[^33]: At the present time, Louisiana local education agencies (LEAs)
    are only reporting an unduplicated count of teachers that receive
    high-quality professional development that is supported using Title
    II funds. Beginning in 2003-2004, LEAs will report an unduplicated
    count of teachers receiving high-quality professional development
    through all of the State formula programs under NCLB.

[^34]: Maine was unable to collect these data for the 2002-2003 school
    year.

[^35]: Massachusetts was unable to collect these data for the 2002-2003
    school year.

[^36]: Michigan was unable to collect these data for the 2002-2003
    school year.

[^37]: Minnesota was unable to collect these data for the 2002-2003
    school year.

[^38]: Mississippi was unable to collect these data for the 2002-2003
    school year.

[^39]: Montana was unable to collect these data for the 2002-2003 school
    year.

[^40]: New York was unable to collect these data for the 2002-2003
    school year.

[^41]: Oklahoma was unable to collect these data for the 2002-2003
    school year.

[^42]: South Carolina was unable to collect these data for the 2002-2003
    school year.

[^43]: West Virginia was unable to collect these data for the 2002-2003
    school year.

[^44]: Arkansas did not collect these data prior to the 2003-2004 school
    year. The State's data management system has been revised to collect
    these data.

[^45]: These data are estimates.

[^46]: Illinois did not collect these data prior to the 2003-2004 school
    year. The State's data management system has been revised to collect
    these data.

[^47]: For the 2002-2003 school year, Louisiana did not have a State
    definition of highly qualified paraprofessional as delineated in
    section 1119(c) and (d) and did not collect information regarding
    the qualifications of paraprofessionals at the state level. The
    State is reporting the 2002-2003 baseline for this indicator as 0%.
    Louisiana has collected 2003-2004 school year data from the
    districts and is in the process of verifying these data through its
    monitoring processes. The State will, therefore, be able to report
    on this indicator for the Consolidated Performance Report for
    2003-2004.

[^48]: The numbers represented in this calculation do not include those
    paraprofessionals who have taken a Statewide or local assessment.