Appendix A - Legislation

APPENDIX A

Legislation Authorizing the Study

Part E - National Assessment of Title I U.S. Department of Education Search

ELEMENTARY & SECONDARY EDUCATION

Part E — National Assessment of Title I

SEC. 1501 | SEC. 1502 | SEC. 1503 | SEC. 1504

SEC. 1501. EVALUATIONS.

(a) NATIONAL ASSESSMENT OF TITLE I

(1) IN GENERAL- The Secretary shall conduct a national assessment of the

programs assisted under this title and the impact of this title on States,

local educational agencies, schools, and students.

(2) ISSUES TO BE EXAMINED- In conducting the assessment under this

subsection, the Secretary shall examine, at a minimum, the following:

(A) The implementation of programs assisted under this title and the

impact of such implementation on increasing student academic achievement

(particularly in schools with high concentrations of children living in

poverty), relative to the goal of all students reaching the proficient

level of achievement based on State academic assessments, challenging

State academic content standards, and challenging State student academic

achievement standards under section 1111.

(B) The types of programs and services that have demonstrated the greatest

likelihood of helping students reach the proficient and advanced levels of

achievement based on State student academic achievement standards and

State academic content standards.

(C) The implementation of State academic standards, assessments, and

accountability systems developed under this title, including —

(i) the time and cost required for the development of academic

assessments for students in grades 3 through 8;

(ii) how well such State assessments meet the requirements for

assessments described in this title; and

(iii) the impact of such standards, assessments, and accountability

systems on educational programs and instruction at the local level.

(D) Each State's definition of adequate yearly progress, including —

(i) the impact of applying this definition to schools, local educational

agencies, and the State;

(ii) the number of schools and local educational agencies not meeting

this definition; and

(iii) the changes in the identification of schools in need of

improvement as a result of such definition.

(E) How schools, local educational agencies, and States have —

(i) publicized and disseminated the local educational agency report

cards required under section 1111(h)(2) to teachers, school staff,

students, parents, and the community;

(ii) used funds made available under this title to provide preschool and

family literacy services and the impact of these services on students'

school readiness;

(iii) implemented the provisions of section 1118 and afforded parents

meaningful opportunities to be involved in the education of their

children;

(iv) used Federal, State, and local educational agency funds and

resources to support schools and provide technical assistance to improve

the achievement of students in low-performing schools, including the

impact of the technical assistance on such achievement; and

(v) used State educational agency and local educational agency funds and

resources to help schools in which 50 percent or more of the students

are from families with incomes below the poverty line meet the

requirement described in section 1119 of having all teachers highly

qualified not later than the end of the 2005-2006 school year.

(F) The implementation of schoolwide programs and targeted assistance

programs under this title and the impact of such programs on improving

student academic achievement, including the extent to which schools meet

the requirements of such programs.

(G) The extent to which varying models of comprehensive school reform are

funded and implemented under this title, and the effect of the

implementation of such models on improving achievement of disadvantaged

students.

(H) The costs as compared to the benefits of the activities assisted under

this title.

(I) The extent to which actions authorized under section 1116 are

implemented by State educational agencies and local educational agencies

to improve the academic achievement of students in low-performing schools,

and the effectiveness of the implementation of such actions, including the

following:

(i) The number of schools identified for school improvement and how many

years the schools remain in this status.

(ii) The types of support provided by the State educational agencies and

local educational agencies to schools and local educational agencies

respectively identified as in need of improvement, and the impact of

such support on student achievement.

(iii) The number of parents who take advantage of the public school

choice provisions of this title, the costs (including transportation

costs) associated with implementing these provisions, the implementation

of these provisions, and the impact of these provisions (including the

impact of attending another school) on student achievement.

(iv) The number of parents who choose to take advantage of the

supplemental educational services option, the criteria used by the

States to determine the quality of providers, the kinds of services that

are available and utilized, the costs associated with implementing this

option, and the impact of receiving supplemental educational services on

student achievement.

(v) The implementation and impact of actions that are taken with regard

to schools and local educational agencies identified for corrective

action and restructuring.

(J) The extent to which State and local fiscal accounting requirements

under this title affect the flexibility of schoolwide programs.

(K) The implementation and impact of the professional development

activities assisted under this title and title II on instruction, student

academic achievement, and teacher qualifications.

(L) The extent to which the assistance made available under this title,

including funds under section 1002, is targeted to disadvantaged students,

schools, and local educational agencies with the greatest need.

(M) The effectiveness of Federal administration assistance made available

under this title, including monitoring and technical assistance.

(N) The academic achievement of the groups of students described in

section 1111(b)(2)(C)(v)(II).

(O) Such other issues as the Secretary considers appropriate.

(3) SOURCES OF INFORMATION- In conducting the assessment under this

subsection, the Secretary shall use information from a variety of sources,

including the National Assessment of Educational Progress (carried out under

section 411 of the National Education Statistics Act of 1994), State

evaluations, and other research studies.

(4) COORDINATION- In carrying out this subsection, the Secretary shall —

(A) coordinate the national assessment under this subsection with the

longitudinal study described in subsection (c); and

(B) ensure that the independent review panel described in subsection (d)

participates in conducting the national assessment under this subsection,

including planning for and reviewing the assessment.

(5) DEVELOPMENTALLY APPROPRIATE MEASURES- In conducting the national

assessment under this subsection, the Secretary shall use developmentally

appropriate measures to assess student academic achievement.

(6) REPORTS-

(A) INTERIM REPORT- Not later than 3 years after the date of enactment of

the No Child Left Behind Act of 2001, the Secretary shall transmit to the

President, the Committee on Education and the Workforce of the House of

Representatives, and the Committee on Health, Education, Labor, and

Pensions of the Senate an interim report on the national assessment

conducted under this subsection.

(B) FINAL REPORT- Not later than 5 years after the date of enactment of

the No Child Left Behind Act of 2001, the Secretary shall transmit to the

President, 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 final report on the national assessment conducted

under this subsection.

(b) STUDIES AND DATA COLLECTION-

(1) IN GENERAL- In addition to other activities described in this section,

the Secretary may, directly or through awarding grants to or entering into

contracts with appropriate entities —

(A) assess the implementation and effectiveness of programs under this

title;

(B) collect the data necessary to comply with the Government Performance

and Results Act of 1993; and

(C) provide guidance and technical assistance to State educational

agencies and local educational agencies in developing and maintaining

management information systems through which such agencies may develop

program performance indicators to improve services and performance.

(2) MINIMUM INFORMATION- In carrying out this subsection, the Secretary

shall collect, at a minimum, trend information on the effect of each program

authorized under this title, which shall complement the data collected and

reported under subsections (a) and (c).

(c) NATIONAL LONGITUDINAL STUDY-

(1) IN GENERAL- The Secretary shall conduct a longitudinal study of schools

receiving assistance under part A.

(2) ISSUES TO BE EXAMINED- In carrying out this subsection, the Secretary

shall ensure that the study referred to in paragraph (1) provides Congress

and educators with each of the following:

(A) An accurate description and analysis of the short- and long-term

effect of the assistance made available under this title on academic

achievement.

(B) Information that can be used to improve the effectiveness of the

assistance made available under this title in enabling students to meet

challenging academic achievement standards.

(C) An analysis of educational practices or model programs that are

effective in improving the achievement of disadvantaged children.

(D) An analysis of the costs as compared to the benefits of the assistance

made available under this title in improving the achievement of

disadvantaged children.

(E) An analysis of the effects of the availability of school choice

options under section 1116 on the academic achievement of disadvantaged

students, on schools in school improvement, and on schools from which

students have transferred under such options.

(F) Such other information as the Secretary considers appropriate.

(3) SCOPE- In conducting the study referred to in paragraph (1), the

Secretary shall ensure that the study —

(A) bases its analysis on a nationally representative sample of schools

participating in programs under this title;

(B) to the extent practicable, includes in its analysis students who

transfer to different schools during the course of the study; and

(C) analyzes varying models or strategies for delivering school services,

including —

(i) schoolwide and targeted services; and

(ii) comprehensive school reform models.

(d) INDEPENDENT REVIEW PANEL-

(1) IN GENERAL- The Secretary shall establish an independent review panel

(in this subsection referred to as the Review Panel') to advise the

Secretary on methodological and other issues that arise in carrying out

subsections (a) and (c).

(2) APPOINTMENT OF MEMBERS-

(A) IN GENERAL- Subject to subparagraph (B), the Secretary shall appoint

members of the Review Panel from among qualified individuals who are —

(i) specialists in statistics, evaluation, research, and assessment;

(ii) education practitioners, including teachers, principals, and local

and State superintendents;

(iii) parents and members of local school boards or other organizations

involved with the implementation and operation of programs under this

title; and

(iv) other individuals with technical expertise who will contribute to

the overall rigor and quality of the program evaluation.

(B) LIMITATIONS- In appointing members of the Review Panel, the Secretary

shall ensure that —

(i) in order to ensure diversity, the Review Panel includes individuals

appointed under subparagraph (A)(i) who represent disciplines or

programs outside the field of education; and

(ii) the total number of the individuals appointed under subparagraph

(A)(ii) or (A)(iv) does not exceed one-fourth of the total number of the

individuals appointed under this paragraph.

(3) FUNCTIONS- The Review Panel shall consult with and advise the Secretary

—

(A) to ensure that the assessment conducted under subsection (a) and the

study conducted under subsection (c) —

(i) adhere to the highest possible standards of quality with respect to

research design, statistical analysis, and the dissemination of

findings; and

(ii) use valid and reliable measures to document program implementation

and impacts; and

(B) to ensure —

(i) that the final report described in subsection (a)(6)(B) is reviewed

not later than 120 days after its completion by not less than two

independent experts in program evaluation (who may be from among the

members of the Review Panel appointed under paragraph (2));

(ii) that such experts evaluate and comment on the degree to which the

report complies with subsection (a); and

(iii) that the comments of such experts are transmitted with the report

under subsection (a)(6)(B).