DOCSLIB.ORG

Including Students with Dyslexia in the State Accountability System: the Basic Legal Framework by Joanne Karger and Kathleen B

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Including Students with Dyslexia in the State Accountability System: the Basic Legal Framework by Joanne Karger and Kathleen B Including Students with Dyslexia in the State Accountability System: The Basic Legal Framework by Joanne Karger and Kathleen B. Boundy cohesion created by two federal statutes has raised modified achievement standards, who are assessed using limit- A expectations and opportunities for students with disabili- ed assessment instruments or without appropriate accommoda- ties, including students with dyslexia, to learn to the same tions, and who do not graduate “on time” with their peers. standards set for all students. Title I of the Elementary and Secondary Education Act (ESEA), reauthorized and amended as Overview of the Legal Framework for Enhanced the No Child Left Behind Act of 2001 (NCLB), created a frame- Accountability Under NCLB and IDEA work for enhanced State, district, and school-level accountabil- When NCLB was enacted in January 2002 to reauthorize ity for improved educational outcomes for all students. Title I/ and amend Title I of the ESEA (as originally enacted in 1965), it NCLB, in turn, provided a critical backdrop for the 2004 reau- expanded the assessment and accountability requirements that thorization and amendment of the Individuals with Disabilities accompanied the sweeping 1994 amendments to Title I. The Education Act (IDEA). These two statutes together have lifted 1994 amendments, adopted under the Improving America’s expectations for learning and have underscored the legally Schools Act (IASA) of 1994,1 had opened the door to the inclu- enforceable rights of students with disabilities to be effectively sion of all students in standards-based reform. NCLB went even taught by highly qualified teachers, to be provided an opportu- further by requiring States that receive funds under Title I, Part A nity to learn to the same high standards as their peers without to improve the quality of education for disadvantaged children. disabilities, and to be included in all State and district-wide Moreover, the statute holds all public elementary and secondary assessments. Protections provided under Section 504 of the schools and school districts (regardless of whether they receive Rehabilitation Act of 1973 (Section 504) and the Americans Title I, Part A monies) accountable for making sufficient, con- with Disabilities Act (ADA) and grounded in the Fourteenth tinuous improvement toward the goal of ensuring that all stu- Amendment of the U.S. Constitution also ensure that students dents reach “proficiency,” as defined by the State, by 2013-14.2 Today, all States receive federal funds under Title I/NCLB, and the system for assessing and reporting on school achievement Under NCLB, each State is required levels and for determining whether schools are making adequate yearly progress (AYP) must include all public schools within to adopt challenging academic content each State. As Congress expressly declared, the Act’s purpose is and achievement standards to be “to ensure that all children have a fair, equal and significant used by the State, its local educational opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging State academic achieve- agencies, and its schools. ment standards and state academic assessments.”3 Accordingly, students with disabilities enrolled in publicly funded education programs, including students with dyslexia, with disabilities are not subject to discriminatory policies and must, as all other public school students, be included in their practices. Rather, these students must be provided meaningful respective State accountability systems. Each State recipient of opportunities to learn the knowledge and skills necessary to funds under NCLB is required to establish a single statewide attain proficiency on their respective State standards; full and system of accountability designed to reduce the achievement fair opportunities to demonstrate their level of mastery of State gap between higher and lower achieving students, including standards through participation in appropriate assessments students with disabilities in need of special education under used to improve their instruction and learning; and equal IDEA. The mandated State accountability system is comprised opportunities to be counted in the publicly reported data sys- of a) State adopted academic content standards and academic tem that is used to hold schools, districts, and States account- achievement standards in, at a minimum, mathematics, read- able for the academic performance of all students. ing/English language arts, and science; b) a system of assess- This article will address the panoply of legal rights and pro- ments using multiple measures and aligned with the State aca- tections associated with the inclusion of students with dyslexia demic standards; and c) publicly reported data of progress by in the State accountability system. Participation in this system is students in meeting annual measurable outcomes (AMOs) for critical to ensure that students with dyslexia are effectively each State, local school district, and school. The latter is to be taught a rigorous curriculum and learn to proficient and disaggregated by certain groups—race/ethnicity, limited English advanced standards. This article lays the foundation for the other proficiency, migrant status, economic disadvantage, and dis- articles in this issue, including “Special Issues Affecting Inclusion ability as defined by IDEA.4 Disaggregating the data makes it of Students with Dyslexia in Statewide Assessments and Their possible to identify what portion of each subgroup of students Implications,” which discusses the legal implications for stu- assessed is proficient and where more attention is needed. dents with dyslexia who are assessed, and thus taught, based on Continued on page 12 The International Dyslexia Association Perspectives on Language and Literacy Fall 2008 11 Including Students with Dyslexia in the State Accountability System continued from page 11 Moreover, disaggregation helps ensure that all students attain law, States are required to adopt academic standards for all AYP or enough continuous improved progress to attain their public elementary and secondary school children in at least respective State’s defined goal of “proficiency” by 2013-14. mathematics, reading or language arts, and science, which Congress, in reauthorizing and amending IDEA in 2004 must include the same knowledge, skills, and levels of achieve- (IDEA 2004), added new findings and amended the purpose of ment expected of all children.10 For other subject areas for the Act to connect implicitly and expressly with Title I/NCLB.5 which standards are not statutorily required and have not been For example, new findings acknowledge that the education of developed, the State must have a strategy for ensuring that stu- students with disabilities is more effective by having “high dents with disabilities, including students with dyslexia, “are expectations” for these students and by taught the same knowledge and skills in such subjects and held ensuring their access to the general education curricu- to the same expectations as are all children.”11 This latter provi- lum in the regular classroom, to the maximum extent sion, as Section 504, which ensures that “otherwise qualified possible in order to… meet developmental goals and, persons” receive comparable aids, benefits, and services,12 to the maximum extent possible, the challenging protects students with disabilities from being denied learning expectations that have been established for all chil- opportunities by being channeled into different courses and dren; and … [by] coordinating this title with other curricula based solely on disability. local, educational service agency, State and Federal IDEA was enacted under the Fourteenth Amendment to school improvement efforts, including improvement protect from discrimination children with disabilities who were efforts under the Elementary and Secondary Education subjected to a history of mistreatment, abuse, and exclusion. Act of 1965, in order to ensure that such children The statute was also passed pursuant to the Spending Clause of benefit from such efforts and that special education the Tenth Amendment, which means that States accepting fed- can become a service…rather than a place…6 eral monies under IDEA must comply with the substantive and Other statutory changes that were introduced (discussed procedural requirements of the statute. These requirements below) further aligned IDEA with NCLB by ensuring that include providing all eligible children with disabilities with a students with disabilities fully participate in the State account- free appropriate public education (FAPE), defined by the statute ability system through access to the general curriculum aligned as special education and related services without cost to the to State standards adopted consistent with NCLB, through man- parent that meet the standards of the State educational agency datory inclusion in all aspects of State and district-wide assess- and are consistent with the student’s individualized education ments, with accommodations as necessary, and through public program (IEP).13 The U.S. Department of Education’s imple- reporting of disaggregated results. menting regulations define “special education” as “specially designed instruction,” which involves “adapting, as appropriate Specific Components of the Legal Framework to the needs of an eligible child… the content, methodology, or for Enhanced Accountability delivery of instruction… to ensure access of the child to
Load more

Recommended publications
  • Building on Results: a Blueprint for Strengthening the No Child Left Behind Act
    Building on Results: A Blueprint for Strengthening The No Child Left Behind Act Secretary Margaret Spellings U.S. Department of Education Building on Results: A Blueprint for Strengthening The No Child Left Behind Act U.S. Department of Education U.S. Department of Education Margaret Spellings Secretary January 2007 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, Building on Results: A Blueprint for Strengthening the No Child Left Behind Act, Washington, D.C., 2007. To receive copies of this publication: Write to: ED Pubs, Education Publications Center, U.S. Department of Education, P.O. Box 1398, Jessup, Md. 20794-1398. Fax your request to: 301-470-1244. E-mail your request to: [email protected]. 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. Order online at: www.edpubs.org. Download it from the Department’s Web site at: www.ed.gov/policy/elsec/leg/nclb/buildingonresults.html. On request, this publication is available in alternate formats, such as Braille, large print, computer diskette or CD. For more information, contact the Department’s Alternate Format Center at 202-260-0852 or 202-260-0818. Contents Introduction.
    [Show full text]
  • No Child Left Behind
    Report # 04-04 OFFICE OF THE LEGISLATIVE AUDITOR O L A STATE OF MINNESOTA EVALUATION REPORT No Child Left Behind MARCH 2004 PROGRAM EVALUATION DIVISION Centennial Building - Suite 140 658 Cedar Street - St. Paul, MN 55155 Telephone: 651-296-4708 • Fax: 651-296-4712 E-mail: [email protected] • Web Site: http://www.auditor.leg.state.mn.us Program Evaluation Division The Minnesota Office of the Legislative Auditor Auditor. Findings, conclusions, and was established in 1973, replacing the century-old recommendations do not necessarily reflect the Public Examiner’s Office. Its role is to audit and views of the LAC or any of its members. evaluate public programs and ensure accountability for the expenditure of public funds. In 1975, the A list of recent evaluations is on the last page of Legislature created the Program Evaluation this report. A more complete list is available at Division within the auditor’s office. The division’s OLA's website (www.auditor.leg.state.mn.us), as mission, as set forth in law, is to determine the are copies of evaluation reports. degree to which activities and programs entered into or funded by the state are accomplishing their The Office of the Legislative Auditor also includes goals and objectives and utilizing resources a Financial Audit Division, which annually efficiently. conducts a statewide audit of the 25 largest agencies, an audit of federal funds, and Topics for evaluation are approved by the approximately 40 financial and compliance audits Legislative Audit Commission (LAC), a of individual state agencies. The division also 16-member joint, bipartisan commission.
    [Show full text]
  • George W. Bush Library Press
    George W. Bush Presidential Library Phone: 972-353-0545 1725 Lakepointe Drive Fax: 972-353-0599 Lewisville, TX 75057 Email: [email protected] Press Kit Freedom Plaza George W. Bush Presidential Library Website: www.georgewbushlibrary.gov George W. Bush Presidential Library Phone: 972-353-0545 1725 Lakepointe Drive Fax: 972-353-0599 Lewisville, TX 75057 Email: [email protected] Welcome! Thank you very much for your interest in the George W. Bush Presidential Library. As part of the George W. Bush Presidential Center at Southern Methodist University (SMU), we are proud to serve as the nation’s 13th Presidential library administered by the National Archives and Records Administration. The George W. Bush Presidential Library serves as a resource for the study of George W. Bush and the Bush Administration. More generally, the Library also provides invaluable information for the study of the presidency, important events and developments in recent American history, and the making of public policy. The Library accomplishes its mission by preserving and providing access to presidential records and other donated collections, hosting public programs, creating educational initiatives, preserving artifacts, and producing innovative museum exhibits. Our archival collections are extensive. We have over 70 million pages of paper documents, approximately 80 terabytes of electronic information (including over 209 million emails), 43,000 artifacts (consisting primarily of foreign and domestic gifts to the President and First Lady), and an immense audiovisual archives, including nearly 4 million photographs. Our duty is to preserve these materials, process them, and make them accessible for research. Our future museum will tell the story of the Bush Administration within the context of four principles that guide the decisions and actions of the President and Mrs.
    [Show full text]
  • The Effects of the No Child Left Behind Legislation on Career and Technical Education
    Career and Technical Education Research, 31(3), pp. 157-174 ©2006 No Curriculum Left Behind: The Effects of the No Child Left Behind Legislation on Career and Technical Education Edward C. Fletcher Jr. The Ohio State University Abstract This manuscript describes the impact of the No Child Left Behind (NCLB) legislation on Career and Technical Education (CTE) programs. The manuscript begins with a review of the various aspects of the NCLB legislation, discussing historical legislation leading up to NCLB and emphasizing contemporary issues that affect K- 12 education. The manuscript then addresses the curricula that are left behind due to the increased focus on core academic courses, with an in-depth analysis of how NCLB affects CTE programs. The findings are centered on four areas in which the NCLB policy affects CTE programs: (a) CTE teacher qualifications, (b) the adequate yearly progress (AYP) provision, (c) CTE reform initiatives, and (d) CTE legislation objectives. The manuscript concludes with discussion on the future implications for CTE programs such as the need for increased accountability in CTE teacher education programs and further research on CTE student outcomes Introduction With the growing expectation that all students participate in post-secondary education to be prepared for the future, it is vital to focus on student learning in K- 12, especially at the high school level (Krueger, 2004). To address the challenge of preparing students for success at the postsecondary level, many policymakers believe that an effective comprehensive school reform (CSR) initiative is necessary. One of the most recent and comprehensive school reform initiatives is the No Child Left Behind (NCLB) Act of 2002, intended to increase accountability for K-12 schools across the nation.
    [Show full text]
  • The No Child Left Behind Act: Negative Implications for Low- Socioeconomic Schools
    THE NO CHILD LEFT BEHIND ACT: NEGATIVE IMPLICATIONS FOR LOW- SOCIOECONOMIC SCHOOLS Presented by Allison Woods in partial fulfillment of the requirements for completion of the Polymathic Scholars Program in the College of Natural Sciences at The University of Texas at Austin _______________________________________________________ ___________ [Faculty Mentor’s Name, First Last] Date Supervising Professor [Faculty Member’s Department] _________________________________________________________ ___________ Rebecca A. Wilcox, Ph.D. Date Honors Center, College of Natural Sciences I grant the Polymathic Scholars Program permission to post a copy of my thesis on the University of Texas Digital Repository. For more information on the UTDR, please visit http://repositories.lib.utexas.edu/about. The No Child Left Behind Act: Negative Implications for Low-Socioeconomic Schools ___________________________________________________________ _________ [Your Name] Date __________________________________________________________ __________ [Faculty Mentor’s Name, Department] Date Abstract This thesis examines the effects of The No Child Left Behind Act and it’s impact on low- socioeconomic schools and students. Accountability measured by adequate yearly progress (AYP) and high-stakes testing is closely investigated, along with negative results of curriculum narrowing and school restructuring sanctions. The current system of waivers is also closely reviewed. Data from government reports, literature reviews, case studies, and newspapers are used to argue that
    [Show full text]
  • Investigation of Ninth Grade Performance on the CTBS 5Th Edition
    ABSTRACT OF APPLIED PROJECT Kraig H. Grayson Graduate School Morehead State University 2005 INVESTIGATION OF NINTH GRADE PERFORMANCE ON THE CTBS 5TH EDITION ABSTRACT OF APPLIED PROJECT An applied project submitted in partial fulfillment of the requirements for the degree of Specialist in Education at Morehead State University by Committee Chairperson: Dr. David Barnett Professor of Education Morehead State University 2005 fhSl/ 7tlFSF!, 3 7/.J~ Investigation of Ninth Grade Performance G 73'/,t' on the CTBS 5th Edition This study centered on one particular research question: Do low socioeconomic status (SES) ninth grade males and low SES ninth grade females show an achievement gap in reading, language and mathematics on the CTBS 5th Edition (CTBS/5)? An independent t-test computed by SPSS was used to test three hypotheses at p < .05. The population for this study included 394 (242 low SES, 152 high SES) eastern Kentucky ninth grade students from the 2002-04 school years. Normal curve equivalent scores from the CTBS/5 were used for data. Low SES females outscored low SES males in each subject tested. A statistically significant difference (p < .05) was found for language among the low SES male and low SES female groups. No statistically significant difference for reading and mathematics was found between low SES males and low SES females. Accepted by: APPLIED PROJECT Kraig H. Grayson Graduate School Morehead State University 2005 INVESTIGATION OF NINTH GRADE PERFORMANCE ON THE CTBS 5TH EDITION APPLIED PROJECT An applied project submitted in partial fulfillment of the requirements for the degree of Specialist in Education at Morehead State University by Kraig H.
    [Show full text]
  • George W. Bush Evaluating the President at Midterm
    George W. Bush Evaluating the President at Midterm EDITED BY Bryan Hilliard Tom Lansford Robert P. Watson George W. Bush SUNY series on the Presidency: Contemporary Issues John Kenneth White, editor George W. Bush Evaluating the President at Midterm Edited By Bryan Hilliard, Tom Lansford, Robert P.Watson State University of New York Press Published by State University of New York Press, Albany © 2004 State University of New York All rights reserved Printed in the United States of America No part of this book may be used or reproduced in any manner whatsoever without written permission. No part of this book may be stored in a retrieval system or transmitted in any form or by any means including electronic, electrostatic, magnetic tape, mechanical, photocopying, recording, or otherwise without the prior permission in writing of the publisher. For information, address State University of New York Press, 90 State Street, Suite 700, Albany, NY 12207 Production by Michael Haggett Marketing by Susan M. Petrie Library of Congress Cataloging-in-Publication Data George W. Bush: evaluating the president at midterm/edited by Bryan Hilliard, Tom Lansford, and Robert P.Watson. p. cm. Includes bibliographical references and index. ISBN 0-7914-6133-5 (hardcover: alk. paper—ISBN 0-7914-6134-3 (pbk.: alk. paper) 1. Bush, George W. (George Walker), 1946– 2. United States—Politics and government—2001. I. Hilliard, Bryan, 1957– II. Lansford, Tom. III. Watson, Robert P.,1963– E903.G465 2005 973.931Ј092—dc22 2004008538 10 9 8 7 6 5 4 3 2 1 For Brenda, Amber, and Claudia— With all our love and admiration Contents Preface ix Introduction 1 Robert P.Watson, Bryan Hilliard, and Tom Lansford Part 1 Leadership and Character 17 Chapter 1 The Arbiter of Fate: The Presidential Character of George W.
    [Show full text]
  • The No Child Left Behind Act
    Background Brief on… The No Child Left Behind Act May 2004 Volume 2, Issue 1 Prepared by: Jan McComb Background On January 8, 2002, President George W. Bush signed into law the revised Elementary and Secondary Education Act (ESEA), Inside this Brief also called the No Child Left Behind Act (NCLB) of 2001. It has been described as the most significant change in federal education • Background policy in a generation. The goal of the law is to educate every student to high quality standards—regardless of his or her income, ability or background and guarantee that all students, regardless of socioeconomic factors, achieve a "proficient" level of education • Highlights of the Law by the 2014-2015 school year. It builds upon the foundation laid down by the 1994 Improving • Annual Tests America’s School Act. That legislation required states to develop “… challenging curriculum content and performance standards, assessments aligned with content standards, and accountability • Adequate Yearly Progress systems to assess schools’ and districts’ progress in raising student achievement.” • Sanctions for Low- If a state fails to comply with the requirements of the NCLB, it Performing Schools may all or some of its federal Title I funding—about 8 percent of a state’s education budget. Federal Title I funds are targeted to • Data Collection high-poverty schools and districts and used to provide educational services to students who are educationally disadvantaged or at risk of failing to meet state standards. • Report Cards Highlights of the Law The No Child Left Behind Act contains a number of far-reaching • Highly Qualified Teachers requirements.
    [Show full text]
  • No Child Left Behind: Implications for Career and Technical Education Julie A
    Eastern Illinois University The Keep Faculty Research & Creative Activity Technology, School of January 2006 No Child Left Behind: Implications for Career and Technical Education Julie A. Chadd Eastern Illinois University, [email protected] Karen Drage Eastern Illinois University Follow this and additional works at: http://thekeep.eiu.edu/tech_fac Part of the Technology and Innovation Commons Recommended Citation Chadd, Julie A. and Drage, Karen, "No Child Left Behind: Implications for Career and Technical Education" (2006). Faculty Research & Creative Activity. 3. http://thekeep.eiu.edu/tech_fac/3 This Article is brought to you for free and open access by the Technology, School of at The Keep. It has been accepted for inclusion in Faculty Research & Creative Activity by an authorized administrator of The Keep. For more information, please contact [email protected]. Career and Technical Education Research, 31(2), pp. 79-99 ©2006 No Child Left Behind: Implications for Career and Technical Education Julie Chadd & Karen Drage Eastern Illinois University Abstract High school principals and career and technical education (CTE) teachers throughout Illinois were subjects of this study which described principals' and CTE teachers' perceptions of the impact the No Child Left Behind Act of2001 has had on high school CTE programs. Findings indicated principals and teachers collectively disagreed with "No Child Left Behind has had a positive impact on the image ofCTE at your school." Both groups also agreed CTE courses can help schools meet the goals of "all students will reach high standards, at a minimum of attaining proficiency or better in reading and mathematics" and "all students will graduate from high school." However, a statistically significant difference between the groups was found with "No Child Left Behind has had a positive impact on CTE enrollment at your school." Findings indicated while the principals agree, the teachers conversely disagreed with the statement.
    [Show full text]
  • Learning Lessons: What No Child Left Behind Can Teach Us About Literacy, Testing and Accountability Allan Luke and Annette Woods
    Learning lessons: What No Child Left Behind can teach us about literacy, testing and accountability Allan Luke and Annette Woods Literacy education remains a contentious policy and pedagogic issue for communities, schools, systems, teachers and students – and politicians. Over the past three to four years in Australia, we’ve seen the latest literacy crisis played out in the pages of our newspapers and television current affairs shows. This crisis has predictably led to policy and curriculum initiatives offering simplistic solutions to the latest perceived problems. Predictable? These Australian media and policy responses parallel the debates in the United States over the No Child Left Behind Act (2001). So are there lessons to be learnt for Australian teachers and policy makers in the No Child Left Behind legislation? Here we lay out a brief introduction to the NCLB legislation and its policy effects. We document the official results and the critiques. Our case is that if Australian policy-makers wish to follow the parameters of US policy, they must consider the real problems and risks that have emerged in the past five years. In these brief comments – we put aside larger ideological and political debates. Our aim is to lay out what the research literature says about the effects of this approach. Some readers will find this paper dry and boring – fair enough. But we here want to offer a scientific and bibliographical resource for teachers who wish to engage with the debate. What is No Child Left Behind? The No Child Left Behind Act (2001) (NCLB) began from a focus on improved quality of early literacy acquisition.
    [Show full text]
  • No Child Left Behind Act of 2001’’
    H. R. 1 One Hundred Seventh Congress of the United States of America AT THE FIRST SESSION Begun and held at the City of Washington on Wednesday, the third day of January, two thousand and one An Act To close the achievement gap with accountability, flexibility, and choice, so that no child is left behind. Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled, SECTION 1. SHORT TITLE. This title may be cited as the ‘‘No Child Left Behind Act of 2001’’. SEC. 2. TABLE OF CONTENTS. The table of contents for this Act is as follows: Sec. 1. Short title. Sec. 2. Table of contents. Sec. 3. References. Sec. 4. Transition. Sec. 5. Effective date. Sec. 6. Table of contents of Elementary and Secondary Education Act of 1965. TITLE I—IMPROVING THE ACADEMIC ACHIEVEMENT OF THE DISADVANTAGED Sec. 101. Improving the academic achievement of the disadvantaged. TITLE II—PREPARING, TRAINING, AND RECRUITING HIGH QUALITY TEACHERS AND PRINCIPALS Sec. 201. Teacher and principal training and recruiting fund. Sec. 202. Continuation of awards. TITLE III—LANGUAGE INSTRUCTION FOR LIMITED ENGLISH PROFICIENT AND IMMIGRANT STUDENTS Sec. 301. Language instruction for limited English proficient children and immi- grant children and youth. TITLE IV—21ST CENTURY SCHOOLS Sec. 401. 21st Century schools. TITLE V—PROMOTING INFORMED PARENTAL CHOICE AND INNOVATIVE PROGRAMS Sec. 501. Innovative programs and parental choice provisions. Sec. 502. Continuation of awards. TITLE VI—FLEXIBILITY AND ACCOUNTABILITY Sec. 601. Flexibility and accountability. Sec. 602. Amendment to the National Education Statistics Act of 1994.
    [Show full text]
  • Case Studies of Supplemental Services Under the No Child Left Behind Act: Findings from 2003-04
    U.S. DEPARTMENT OF EDUCATION Case Studies of Supplemental Services Under the No Child Left Behind Act: Findings From 2003-04 Case Studies of Supplemental Services Under the No Child Left Behind Act: Findings From 2003-04 Leslie M. Anderson Katrina G. Laguarda Policy Studies Associates, Inc. Washington, D.C. Under Subcontract to SRI International U.S. Department of Education Office of Planning, Evaluation and Policy Development 2005 This report was prepared for the U.S. Department of Education under Contract Number ED01CO0091 with SRI International. The project monitors were Kirsten Duncan and Collette Roney. The views expressed herein do not necessarily represent the positions or policies of the Department of Education. No official endorsement by the U.S. Department of Education is intended or should be inferred. U.S. Department of Education Margaret Spellings Secretary Office of Planning, Evaluation and Policy Development Tom Luce Assistant Secretary Policy and Program Studies Service Alan Ginsburg Director Program and Analytic Studies David Goodwin Director September 2005 This report is in the public domain, except for the photograph on the front cover, which is used with permission and copyright, 2005, Getty Images. Authorization to reproduce this report in whole or in part is granted. While permission to reprint this publication is not necessary, the suggested citation is: U.S. Department of Education, Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service, Case Studies of Supplemental Services Under the No Child Left Behind Act: Findings From 2003-04. Washington, D.C., 2005. To order copies of this report, write: ED Pubs Education Publications Center U.
    [Show full text]