Funding Funding

Flexibility

Safe Schools

Accountablility

Parental Involvement

U . S . D E P A R T M E N T O F E D U C A T I O N

No Child Left Behind:

WHAT PARENTS

SM

NEED TO KNOW
U.S. Department of Education

Margaret Spellings

Secretary

Office of Communications and Outreach

Kevin Sullivan

Assistant Secretary

August 2005

This publication 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 Communications and Outreach, No Child Left Behind: What 

Parents Need to Know, Washington, D.C., 2005.

To order copies of this report,

write to: ED Pubs, Education Publications Center, U.S. Department of Education, P.O. Box 1398, 

Jessup, Md., 20794-1398;

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

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

or call in your request toll-free: 1-877-433-7827 (1-877-4-ED-PUBS). If 877 service is 

not yet available in your area, call 1-800-872-5327 (1-800-USA-LEARN). Those who use 

a telecommunications device for the deaf (TDD) or a teletypewriter (TTY) should call 

1-877-576-7734.

or order online at www.edpubs.org.

This report is also available on the Department’s Web site at: www.ed.gov/nclb/overview/intro/

parents/index.html.

On request, this publication is available in alternate formats, such as Braille, large print or computer 

diskette. For more information, please contact the Department’s Alternate Format Center at 

(202) 260-0852 or (202) 260-0818.

All photos by Paul Wood, except for photos on Page 1 by Robert Adams, Page 7 by Sean Linehan 

and inside back cover by Leslie Williams.
1

As the parent of a school-aged child, you’ve no doubt heard about 

No Child Left Behind (NCLB) and would like to understand what it 

means—especially the benefi ts it off ers to you and your child. 

NCLB is a law that was passed by Congress, with strong support from 

both political parties. When President Bush signed NCLB into law in 

2002, he called it “the cornerstone” of his administration. It is a somewhat 

complex law about federal support for education from kindergarten through 

12th-grade (K-12).

THE IMPORTANCE OF NO CHILD LEFT BEHIND

But the law’s purposes are simple: 

to ensure that all children in the 

United States receive a highquality education and to close 

the achievement gap that exists 

between children who typically 

perform well in school and those 

who do not—many of whom are 

from minority racial and ethnic 

groups, have disabilities, live in 

poverty, or do not have English as 

their fi rst language.

No Child Left Behind is about a commitment to all 

children, and of course, it’s one that we absolutely must 

honor if we’re going to continue to thrive as the great 

nation that we are. 

 —Secretary of Education Margaret Spellings
2

To achieve its broad purposes, NCLB works according to four 

common-sense principles:

 holding schools accountable for results; 

 giving states and districts fl exibility in how they spend 

federal money; 

 using scientifi c research to guide classroom practice; and 

 involving parents by giving them information and choices 

about their childs education.

In 1965, Congress passed the Elementary and Secondary Education Act (ESEA), 

which provided, for the fi rst time, signifi cant federal funding for K-12 

education. Th e original law has been renewed several times, most recently 

by NCLB. 

Th e fi rst part (or title) of ESEA is “Improving the Academic Achievement 

of the Disadvantaged,” often called “Title I.” You may be wondering 

why this is important to your understanding of NCLB. It is important 

because schools that educate the disadvantaged children of this nation 

receive Title I money, which is most of the federal K-12 education funds 

($12.3 billion in 2004-05). Th ey receive this money through their states and 

districts, and more than half of all public schools (55 percent) fall in this 

category, often called “Title I schools.” 

For states to get any Title I money, they must ensure that all of their public 

schools and school districts meet certain requirements set forth in NCLB. For 

Title I schools, NCLB requires additional measures to ensure that America’s 

neediest students are no longer left behind. All of these requirements are 

designed to put into practice the four common-sense principles above and 

provide benefi ts for your child that—taken together—will guarantee the 

excellent education he or she deserves and needs.
3

Accountability: No Child Left Behind requires strong accountability that, for the fi rst 

time, holds every public school accountable for results, including results for those groups 

of children who typically don’t perform well—many of whom are from racial or ethnic 

minorities, live in poverty, have disabilities or do not have English as their fi rst language. 

Th e measure of accountability is Adequate Yearly Progress. 

Adequate Yearly Progress (AYP) is defi ned by the states. Th ey set certain goals for 

student achievement and measure progress by how well all students perform on 

state-developed tests. To make AYP, schools—as well as the groups of students 

mentioned above—must meet, or make signifi cant progress towards, the state-set 

levels of achievement on these tests. 

Testing to Measure Knowledge gives states the information they need to determine 

whether their schools and districts are making AYP. In addition, you’ll get a confi dential 

report on your own child’s test results that can help you, your child and your child’s 

BENEFITS OF NCLB FOR YOU AND YOUR CHILDREN

There is wisdom in the words, “What gets measured 

gets done.” 

 —Secretary of Education Margaret Spellings

teachers see how well he or she is learning and 

whether additional help is needed. NCLB requires 

schools to test your child in reading/language arts 

and math every year in grades 3-8, using statedeveloped tests. Your child will also be tested at 

least once in high school. By 2007-08, students 

will take science tests at least once during the 

elementary, middle and high school years. 

least once in high school. By 2007-08,students

will take science tests at least once during the
4

Local Report Cards are prepared every year by school districts that receive 

Title I funds. Th ey include information on how students performed on 

state tests—not only in the districts as a whole, but also in individual 

schools. Districts must make the report cards easy to understand and 

available to parents (see sample on page 9). If you are not in a Title I 

district, your school district may still prepare a local report card; many do. 

In any event, your state will prepare a report card on student achievement 

in the state.

Flexibility: No Child Left Behind gives states and school districts more control 

and more fl exibility to use resources where they are needed most. Principals and 

administrators can move funds from one program to another to use money wisely 

and to meet student needs.

Funding: No Child Left Behind has meant more federal money for schools. 

Th e president has proposed $25.3 billion for ESEA funding in 2006, up from 

$17.4 billion in 2001. And while states and local communities still provide 

most of the funding for K-12 education, the federal share has risen to 8.3 

percent, up from 5.7 percent in 1990-91. Th e other main federal K-12 

education program is the Individuals with Disabilities Education Act, and its 

funding has also increased in recent years. 
5

Help for Children at Underperforming Title I Schools: No Child Left Behind off ers 

options to students in Title I schools that are “in need of improvement,” meaning they have 

not made AYP goals for two consecutive years or longer. Options depend on how long a 

school has not made AYP. Th ese include public school choice and extra help with learning. 

 Public School Choice may let you transfer your child to another public school, which 

could be a public charter school, if your child attends a Title I school that has not 

made AYP for two years or longer. In addition, your school district may pay for the 

transportation of your child. Contact your child’s school district to fi nd out if your 

child is eligible for this opportunity.

 Extra Help With Learning—or Supplemental Educational Services—could be free 

tutoring, homework help or other extra help outside the regular school day—before 

or after school, on weekends or in the summer. Your child may qualify if he or she 

is eligible for free or reduced-price lunch and is enrolled in a Title I school that has 

not made AYP for three years or longer. Contact your child’s school district to fi nd 

out if your child qualifi es.

Help for Underperforming Title I Schools: No Child Left Behind lays out an action plan 

and timetable for steps to be taken by a district and school to help get an underperforming 

school on track. First, the district identifi es the kind of help needed depending on how 

long the school has been underperforming. In providing help, the district could see that 

school administrators get technical 

assistance as they develop and carry out 

a school improvement plan. Or help 

could mean professional development for 

teachers—or, possibly, a new curriculum. 

Th e point is to assist schools in their 

eff orts to improve student achievement.
6

High-Quality Teachers: No Child Left Behind

provides funding to help teachers learn to be better 

teachers through training and other professional 

development. The law also requires states to develop 

plans to make sure that all teachers of core academic 

subjects are highly qualified by the end of the 2005-06 school year. It 

defines a “highly qualified” teacher as one with a bachelor’s degree, full 

state certification, and demonstrated competence for each subject taught. 

Finally, if your child is in a Title I school, NCLB requires the district to let 

you know of your “right to know”—and how to get—information on the 

qualifications of your child’s teachers.

Parental Involvement: No Child Left Behind empowers you to ask 

important questions and make informed decisions about your child’s 

education by ensuring that schools are held accountable and you get the 

up-to-date information you need. The law also requires states, districts 

and schools to develop ways to get parents more involved in their child’s 

education and in improving their child’s school. For example, both Title I 

districts and schools must have written policies on parental involvement and 

provide this information to you. 

Safe Schools: No Child Left Behind recognizes that children need safe 

schools in order to succeed. Support for safe schools is a key part of the 

law, which includes a variety of programs to help schools provide safe and 

healthy learning environments where violence, gangs and drugs are not 
7

present and school staff are prepared to respond to crisis situations. Although 

the rate of theft and violent crimes against students ages 12-18 has gone down in 

recent years, many parents and children are still concerned. If your child has been 

the victim of a violent crime at school or goes to a school identifi ed by your state 

as “persistently dangerous,” under NCLB he or she must be given the option to 

transfer to a safe school within the school district. 

Sound Scientifi c Research as the Basis for Instructional Decisions: No Child 

Left Behind focuses on teaching methods that have been proven by research 

to work.

Strong Reading Instruction: No Child Left Behind provides more than 

$1 billion a year to help children learn to read through the Reading First 

program, which is dedicated to ensuring that all children learn to read on grade 

level by the third grade. Th e program provides money to states and many school 

districts to support high-quality reading programs based on the best scientifi c 

research. Contact your child’s school district to fi nd out if its reading program is 

based on such research. 
8

MORE ON LOCAL REPORT CARDS

For the first time ever, this law holds schools 

accountable for reaching out to families and 

showing them what’s happening inside the 

schoolhouse walls. 

—Secretary of Education Margaret Spellings

The law requires that you, as a parent, be informed of test results so 

that you can make good decisions about your child’s education. 

Test results are reported in diff erent ways. First, you’ll receive a 

confi dential report on how your own child performed on statewide tests. 

Th en, you may see achievement data on your child’s school in your school 

district’s report card. Finally your state will report statewide student 

achievement information. Th ese report cards will give you the big picture, 

without glossing over important facts about how children from diff erent 

groups are doing—those with disabilities or from minority racial/ethnic 

groups, or whose families are poor. 
9

Sample of Local Report Card Form1

Source: U.S. Department of Education. 2003. Report Cards, Title I, Part A, Non-Regulatory Guidance, http://www.ed.gov/programs/

titleiparta/reportcardsguidance.doc (accessed Aug. 12, 2005). 

 1All data should be based on students enrolled for a full academic year. 

2

 While the goal for percent of students tested is 100 percent, a state, district or school will meet AYP requirements for participation if 

95 percent or greater of all students and all subgroups of students are assessed. 

3

 X = Goal determined by the state. 

4

 Includes results from all students with disabilities as defi ned under the Individuals with Disabilities Education Act, including results 

from alternate assessments. Does not include results from students covered under section 504 of the Rehabilitation Act of 1973.

All Students

African American

American Indian/ Native Alaskan

Asian/Pacific Islander

Hispanic

White

Students with Disabilities4

Limited English Proficient

Economically Disadvantaged

Student Group

 Reading/Language Arts 

 Percent Tested Percent Proficient & 

 Advanced

 Goal: 100%2 Goal: X%3

School District State School District State

 Mathematics 

 Percent Tested Percent Proficient & 

 Advanced

 Goal: 100%2 Goal: X%3

School District State School District State

SAMPLE
10

SOME TIPS TO HELP YOUR CHILD SUCCEED IN SCHOOL

No Child Left Behind is about school success and building the habits of lifelong 

learning for success in life. As children’s first and most important teachers, 

parents and families help with both of these goals by being actively involved in 

their children’s learning. 

The ideas below for parents to be involved in their children’s learning are 

adapted from Helping Your Child Succeed in School, * one of a number of 

Department publications for parents that feature the latest research on and 

most effective practices in areas such as reading, homework and staying 

drug-free. 

Encourage Your Child to Read: It’s the single most important thing you can 

do to help your child succeed in school. Read aloud to your baby right from 

the start. Babies love to hear your voice, look at pictures and touch the pages. 

As your child grows older, make reading together part of your daily routine.

Talk With Your Child: Take advantage of everyday opportunities to talk 

with your child, for example, as you walk or ride in a car together, have dinner 

or shop. Children who don’t hear a lot of talk and who aren’t encouraged to 

talk themselves often have problems learning to read, which can lead to other 

problems in school.

Monitor Homework: Have a special place for your child to study, set a regular 

time and check in once in a while to see if your child needs help.
11

Monitor TV Viewing and Video Game Playing: Set limits on the 

amount of time your child spends watching TV and playing video games. 

Spend time watching TV with your child and talking about what you are 

watching together.

Encourage Your Child to Use the Library: Go to your local library together, 

get a library card for your child, introduce your child to the children’s librarian, 

and check out books for both of you.

Help Your Child Learn to Use the Internet Properly and Effectively: 

Spend time online with your child. If you don’t have a computer at home, 

check to see if your local library has computers that you and your child can use.

Encourage Your Child to Be Responsible and to Work Independently: 

Help your child choose activities that build his or her knowledge, responsibility 

and independence, and monitor what your child does after school, in the 

evenings and on weekends.

Encourage Active Listening: Listen to your child’s ideas and respond. This 

type of give-and-take at home is likely to help your child participate and be 

interested at school.

*To find the complete text of Helping Your Child Succeed in School, please visit 

www.ed.gov/parents/academic/help/succeed/index.html. To see additional 

publications and resources for parents, check our Web site at www.ed.gov/

parents/landing.jhtml?src.pn.
12

FOR MORE INFORMATION

To learn more about No Child Left Behind and how it aff ects your child 

and your school, contact:

Your local school district. Your school principal, other staff in your 

school or your district Title I director will be able to help you. Th e 

district phone number is usually listed in the blue pages of the local 

telephone directory; or 

Your nearest Parent Information and Resource Center, which can be 

found at www.pirc-info.net/pircs.asp; or

Th e U.S. Department of Education, toll-free at 1-800-USA-LEARN 

or online at www.ed.gov.

Finally, be sure to attend parent-teacher 

conferences, parent organization meetings and 

other events at your child’s school where you can 

get a lot of information, ideas and help from 

teachers as well as from other parents.
The good news is that No Child Left Behind

forces us as a nation to focus on what really 

matters— the education of all of our children.

—Secretary of Education Margaret Spellings
Our mission is to ensure equal access to education 

and to promote educational excellence throughout the nation.

www.ed.gov