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Back to School, Moving Forward: What "NO Child Left Behind" 

Means for America's Educators. 

Department of Education, Washington, DC. Office of the 

Secretary. 

2001-08-00 

29p. 

ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433- 

7827 (Toll Free); Fax: 301-470-1244; e-mail: 

edpubs@inet.ed.gov. For full text: 

http://www.ed.gov/inits/backtoschool/teachers/teachers.pdf. 

Guides - Non-Classroom (055) 

EDRS Price MFOl/PC02 Plus Postage. 

*Accountability; Educational Improvement; *Educational 

Policy; *Elementary Secondary Education; Program 

Implementation; *Public Schools; Reading Instruction; *School 

Choice; Standards; Teacher Role; Testing 

*Local Control; *No Child Left Behind Act 2001 

ABSTRACT 

President George W. Bush's "NO Child Left Behind" plan for 

educational improvement is based on four principles: accountability for 

results; local control and flexibility; expanded parental choice; and 

effective and successful programs. The program is dedicated to lifting up all 

teachers so that these teachers can, in turn, lift up their students. It is 

committed to making sure that teachers have access to high quality training 

so that they can help their students meet and exceed the new standards. This 

guide explains the goals and scope of "NO Child Left Behind" and shows 

educators some of the resources they can use to implement the program. The 

guide shows educators the following: what high standards mean and do; the 

purpose of assessments; how to use test scores to help every student improve; 

how to improve reading instruction; and where to turn for help. (NKA) 

. Reproductions supplied by EDRS are the best that can be made 

from the original document. 
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u;s, DEPARTMENT ED"CAT,~-.----......'..-.I-.I-.--...--...' .~.-...-.1-I.-.___ll*___l_~~~__ll~-_II_.._I_I_.._-__._.I._. ___I__.__ ,- ..-_. .j 

Office 01 Educational Research and lmprovement 

EDUCATIONAL RESOURCES INFORMATION 

CENTER (ER!C) 

0 This document has been reproduced as received from the person or organization 

originating it. 

improve reproduction quality. 

17 Minor changes have been made to 

2 Points of view or opinions stated in this 

document do not necessarily represent 

official OERl position or policy. 

BEST COPY AWAlMBkE 

3 
U.S. Department of Education 

Rod Paige 

Secretary 

Office of Intergovernmental and Interagency Affairs 

Laurie M. Rich 

Assistant Secretary 

Office of the Secretary 

Offlce of Public Affairs 

Lindsey C. Kozberg 

Director 

August 2001 

This report is in the public domain. Authorization to reproduce it in whole 

or in part is granted. While permission to reprint this publication is not 

necessary. the citation should be: 

U.S. Department of Education 

Office of the Secretary 

Back to School. Moving Forward. 

What No Child Lpft Behind means for America's Communities 

Washington, D.C., 20202 

To order copies of this publication in English 

write to: 

ED Pubs 

Education Publications Center 

US. Department of Education 

P.O. Box I398 

lessup, MD 20794-1 398 

or fax your request to: (301) 470-1244 

or e-mail your request to: edpubs@het.ed.gov 

or cat1 in your request toll-free: 1-877-433-7827 (I-877-4-ED-PUBS). 

If 877 service is not yet available in your area, call 1-800-872-5327 

( I-800-USA-LEARNJ. Those who use a telecommunications device for the 

deaf (TDD) or a teletypewriter (IT). should call 1-800-437-0833. 

or order online at: www.ed.gov/pubs/edpubs.html 

This report is also available on the Department's Web site at: 

www.ed.gov/backtoschooV 

On request, this publication is available in alternate formats, such as 

Braille, large print, audiotape, or computer diskette. For more information, 

please contact the Department's Alternate Format Center (202) 260-9895 

or (202) 205-81 13. 

4 5 
Back to School, 

Moving Forward 

What No Child Left Behind Means for America’s Educators 

6 
3 

Foreword by President George W. Bid 

As the father of two high school graduates and the 

husband of a teacher, I’ve learned many lessons 

about what makes a school good and an education 

excellent. The more 1 see, the more 1 am convinced 

of one thing: every child can learn. Great schools do 

great works in the life of a child, and I have watched 

it happen. But we must do more. 

Because 1 believe every child can learn, I intend 

to ensure that every child does learn. My 

Administration put forward a plan called No Child 

Left Behind based on four principles: accountability 

for results; local control and flexibility; expanded 

parental choice: and effective and successful 

programs. We are pursuing these principles because 

too many of our schools fail to help every child 

learn. 

As our children return to school, we should reflect 

on how we can improve the schools they attend. It’s 

time to set high standards for what children should 

know and be able to do, to give our schools the 

tools they need to help children reach those high 

standards, and to demand that they reach them. We 

know that every child can learn; it is time to ensure 

that every child does learn. 

This guide explains the goals and scope of No Child 

Left Behind. 1 hope it starts 

a conversation among 

our dedicated educators 

about how we can raise 

expectations for our 

children and reach those 

expectations in 

class rooms everywhere. 

God bless you for the 

work you do. 

8 9 
Lelter from the Secretary 

In 1965, Congress created a role for the federal 

government in education. Among other things, that role 

committed the government to helping students from 

disadvantaged backgrounds receive a quality education 

and gain access to a bright future. 

While states and school districts still bear the lion’s 

share of responsibility for educating our children, the 

Administration and Congress are working together to 

ensure that the federal role advances the kind of reform 

that improves our education system. We know there are 

excellent schools across the country, and we want to 

extend that excellence so that every school-and indeed 

every child-gets an excellent education. 

and exceed the new, 

tougher standards. As a 

former superintendent, 1 

know the challenges you 

face every day and I will 

work to ensure the federal 

government is on your side. 

But the best we can do is 

help. You are the real 

engines of progress, and 

your personal attention 

helps every child learn. This book explains the shape of 

things to come and shows you some of the resources you 

can use to make sure no child is left behind. 

President Bush’s Administration is dedicated to lifting up 

all teachers so that all of you can lift up our children. We 

are committed to making sure that you have access to 

high-quality training in order to help your students meet Rod Paige 
In trodctct ion As important as government's role in education 

Teaching has never been an easy I 

these days it is harc'- 

our schools and te; 

all children 

This is no sitllpc: L~X. WIIIIC llldlly 

of our nation's schools are 

- - 

is, the real magic happens between a teacher 

and a child as they work together to build 

knowledge and understanding that will last a 

lifetime. President Bush's plan gives 

xofession; but 

ler man ever. Ne are asking 

ichers to educate 

to meet high standards. -F' " teachers and schools the tools they need tm-1, \K&il- i 

excellent, too many children 

are being left behind by 

failing schools. To meet our 

ambitious goal of giving all 

our youth a first-rate 

education, our system and 

our teaching need to 

change. 

to improve their 

instruction and to help 

their students succeed 

At the heart of the 

President's plan for our 

schools is a promise to 

raise standards for all 

children. Since we cannot 

know if we are meeting 

standards unless we 

measure performance, the 
President's plan requires annual tests for all 

children in grades three through eight in the 

basic subjects of reading and math. Finally, the 

-How to improve reading instruction and 

owhere to turn for help 

to read. His plan-which will be 

implemented in partnership with 

parents, communities and schoolsreceives an excellent education. The 

ensures that every child in America 

disadvantaged children to 

vigorous standards. I say it is 

disc rim i na t io iz to req u ire 

bigotry of low expzctations." 

anytizing hs. It is the soft 

Raising Standards, 

Lifting Children 

Everyone who spends time with 

children learns a vivid lesson: 

children tend to perform to meet 

the expectations of adults. If 

expectations are low, children can 

miss their true potential. When 

expectations are high, progress can be 

following guide will show you- 

-What high standards mean and do 

-The purpose of assessments 

How to use test scores to help every student 

amazing. Teachers should challenge children to 

read well, do difficult math, and excel in all 

improve subjects. 
I I 

Under President Bush's plan, states will set high 

standards in the core subjects. Well-crafted and 

thoughtful standards will explain in plain 

language exactly what students are expected 

to know and be able to do by the 

for creativity, because they do not dictate 

teaching practice. In excellent schools, teachers 

work together to update their lesson plans and 

their teaching methods to meet the new 

standards and help their students achieve them. 

end of each grade. Setting clear 

expectations for what teachers Annual Testing: 

Learning What Works each year can prevent 

misunderstandings 

and recriminations 

that arise when 

teachers, principals, 

and parents start with 

rent expectations. 

s leave plenty of room 

Raising academic standards is an important first 

step towards improving our schools. We will 

never know, however, if we are reaching those 

standards unless we measure student 

performance. To get truly useful information 

that allows teachers to identify individual 

students who need help, we must test every 

child every year. 
Tests have been around as long as schools have. 

What is new about today‘s tests is that they are 

much more sophisticated in their ability to 

diagnose problem areas in student achievement. 

The medical field provides an apt analogy. For 

years, doctors used X-rays to diagnose broken 

bones and other ailments. They worked fine 

much of the time. But then came the MRI, a 

much more powerful diagnostic tool. Suddenly 

doctors could identify a whole host of illnesses 

at earlier stages and make better 

recommendations for courses of treatment. 

to academic 

standards-a very important 

change from the past-we can find out whether 

students are learning what they need to learn. 

These new tests do not simply measure basic skills; 

they measure important content knowledge too. 

People complain that testing causes schools to 

emphasize “teaching to the test.” Each state, 

however, must design tests that match what 

children are exDected to learn. That means 

In much the same way, today’s state-of-the-art 

tests can help educators identify the specific 

learning problems that a student may be 

experiencing. Because these tests are directly “teaching to the test” is really teaching those 

8 

18 
things we have already decided every child 

should know and be able to do. 

A good testing system that takes test data and 

breaks it down by student and classroom, as 

well as by school and by school district, can 

empower teachers to tailor their teaching to 

their students' needs. With tests aligned to 

state standards, the testing system can be 

designed to identify and then to help the 

Looking at Progress 

Another benefit of annual testing is that it 

allows us to identify successful schools. We 

previously could look only at a school's average 

test scores. These scores gave us some 

information about school performance, but not 

the complete picture. Thanks to annual tests 

that are linked to academic standards, we can 

look at the progress each student at each 

school makes each year. We can consider where 

students are starting, as well as where they end 

up, and we can identify and reward schools 

that are helping their students make the 

most progress. 

21 
Using Data to Improve 

Instruct ion 

Communities with high standards and 

challenging tests have teachers and school 

leaders who use achievement scores to identify 

specific objectives that their students are-or are 

not-mastering. Teachers in these communities 

can then focus on filling in the gaps. 

For example, in Tennessee, Professor Bill 

Sanders helps teachers analyze test score 

results to identify their own strengths and 

weaknesses. If a teacher is aiming instruction at 

on every learning objective but one 

(say, adding fractions with 

different denominators). 

This teacher can take the 

information and be sure to 

give more attention to 

fractions the following 

school year. 

Test score data can also 

help schools, as a whole, to 

improve. For example, some 

schools might learn from test 

scores that they are teaching 

his or her slowest students (but does not realize 

it), the data will show those students making 

some progress, but other students will lag. 

Perhaps another teacher’s students score well 

math effectively but are struggling with teaching 

writing. This information can help schools 

decide to spend their money on staff training in 

effective writing instruction. Test score data 

2 2- 

23 
allow schools to make decisions based on facts 

rather than guesses. 

Doing What Works: Evidence- 

*Systematic and explicit instruction in 

phonics, decoding, comprehension and 

literature appreciation 

0 Daily exposure to a variety of texts, both 

fiction and nonfiction, as well as 

incentives to read independently 

 vocabulary instruction 

that emphasizes the 

relationships among words 

and among word structure, 

0 Instruction in comprehension that includes 

Based Reading Instruction 

Teaching children to read is the most 

important thing our schools do Yet, for 

too long, schools have been embroiled in 

bitter debates about how to teach this most 

basic skill. Thankfully, in recent years, scientists 

have evaluated good reading instruction and 

curricula to determine how to teach reading 

skills most effectively to young children. The 

researchers tell us that 95 percent of all children 

will learn to read if they are taught usingand with others 

origin and meaning 

predicting outcomes, summarizing, 

clarifying, questioning and visualizing 

e Frequent opportunities to write 

25 
These guidelines have proven effective in even 

the toughest of classrooms. Many students once 

considered “hard to teach” are now reading 

confidently, so we know it can be done. Now 

that we know what works in our classrooms, we 

must do what works in every classroom. At the 

same time, the US. Department of Education 

will continue to help educators and the public 

know the important pre-reading and 

language skills that our youngest 

children need to learn in order to 

be ready when they reach the 

27 
Resources 

Interested in learning more about No Child Left 

Behind and related school improvement 

resources? If you have access to the Internet, go 

to www.ed.gov for Department of Education 

resources plus links to other organizations. If 

you don’t have a computer, you can call 

1 -800-USA-LEARN. 

For general information on back to school, and 

to order copies of this booklet, visit 

www.ed.gov/backtoschool/ 

The National Reading Panel produces objective 

reports about what works and what doesn’t in 

reading. www.nationalreadingpanel.org 

The National Institute of Child Health and Hurnaii 

Development offers health and education 

information for parents. 

www.nichd.nih.gov/publications/heaIth.htm 

FREE offers hundreds of teaching and learning 

resources from across the federal government. 

httpd/www.ed.gov/free/ 

4 

28 
US. Department of Education 

Ofice of Educational Research and lmprovement (OERI) 

National Library of Education (NLE) 

Educational Resources lnformation Center (ERIC) 

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