Executive Summary The Elementary and Secondary Education Act of 1965 (ESEA), as amended by the No Child Left Behind Act of 2001, requires the Department of Education (Department) to submit annually to Congress a report that provides state-level data as well as national-level data based on the information collected by the Department under Title I, Part A of the ESEA from states on a variety of topics, listed below. This annual report on state-reported data for school year 2012–13 includes information on the following topics: state standards and assessment systems, student performance, English language acquisition, accountability, public school choice and supplemental educational services (SES), and highly qualified teachers. In addition to the 2012–13 school year data, the report contains multiyear data and national summary data. It also includes information about the data collections, data presentation, and data limitations. State standards and assessment systems. This section discusses the expectations and timelines established in the ESEA for states to develop their unique standards and assessment systems. It includes information about each state’s approval status for its assessment system as of December 2012. Student performance. Student performance is measured by assessing students against state achievement standards. Students are assessed annually in third through eighth grade and at least once in high school in mathematics and reading/language arts. Students are assessed at least once in grades three–five, six–nine, and 10–12 in science. The data are disaggregated by various subgroups. This section of the report presents state-reported data on fourth-grade, eighth-grade, and high school students for reading/language arts and mathematics, and the grades tested in science. English language acquisition. Title III of the ESEA is intended to improve the education of limited English proficient (LEP) students. There are specific requirements and achievement objectives required under Title III, all designed to help LEP students attain English language proficiency (ELP) and proficiency in academic subjects. This section includes information about the English language proficiency of all LEP students and the extent to which students served by Title III are making progress in learning English, attaining proficiency in English, and attaining proficiency in English language arts and mathematics. Adequate Yearly Progress (AYP) and schools identified for improvement or as priority and focus schools under the ESEA flexibility principles. This section discusses reporting requirements for two groups of states. First, states that are not approved to implement ESEA flexibility must continue to establish targets for schools and districts to demonstrate AYP toward
State standards and assessment systems. Information is provided on each state’s status as of December 2012 in adopting challenging academic content and student achievement standards as well as in developing and implementing academic assessments in reading/language arts, mathematics, and science as required for each state under Section 1111(b)(3). Student performance. Data tables in the report summarize the percentage of all students scoring at or above proficient on assessments administered in the 2012–13 school year in reading/language arts, mathematics, and science. Data are also disaggregated by major racial/ethnic groups, economically disadvantaged students, students with disabilities, LEP students, migrant students, and gender. English language acquisition. Information is provided on the acquisition of ELP and academic content proficiency by LEP students. Accountability. The report includes data on the number of Title I schools identified for improvement, corrective action, or restructuring under ESEA Section 1116(b) for the 2013–14 school year. It also contains counts of priority and focus schools for states that are approved to implement ESEA flexibility. Public school choice and supplemental educational services. Data tables summarize the percentage of students in Title I schools who participated in public school choice and supplemental educational services under ESEA Sections 1116(b) and 1116(e) during school years 2008–09 through 2012–13. Starting in the 2012–13 school year, only some states reported these data since the requirements were waived for many states approved to implement ESEA flexibility. Highly qualified teachers. Information is provided on the percentage of public elementary and secondary school core academic classes taught by highly qualified teachers in each state during school year 2012–13. There are a number of other U.S. Department of Education reports and studies that offer additional information on elementary and secondary education, such as: The Condition of Education State and Local Implementation of the No Child Left Behind Act The Biennial Evaluation Report to Congress on the Implementation of the Title III State Formula Grant Program Migrant Education Program Annual Report: Eligibility, Participation, Services and Achievement SY 12-13 EHCY National Data Summary