The No Child Left Behind Act of 2001 (NCLB), signed into law Jan. 8, 2002, regulates elementary and secondary education. This federal law sets three goals:

1. Ensure that all students, including minorities, those from low-income families and those with special needs have an equal opportunity. 

2. Hold schools responsible if all children do not perform at grade level or above.

3. Ensure there is a highly qualified teacher in each classroom.

To meet these goals, NCLB follows four guiding principles:

1. Increased accountability for results.

2. Enhanced flexibility for the way districts spend federal money.

3. Expanded options for parents.

4. Stronger emphasis on teaching methods that have been proven to work.

Learn more here.

NCLB requires each state and school district to develop and implement standards, assessments and accountability plan for the areas of reading, mathematics, science and attendance. Each state is given the flexibility to define proficiency standards in each of these areas. Learn more. http://ideanet.doe.state.in.us/asap/welcome.html

Schools must meet Adequate Yearly Progress (AYP), a minimum level of improvement set by NCLB. Achievement is tracked for schools as well as subsets of the student body as identified by race, socio-economics, English language skills and special needs.

NCLB establishes goals and timeframes, gives parents information on academic achievement and requires educational alternatives for students attending a school that does not meet AYP. Under NLCB, parents may request information from their children’s schools about the professional qualifications of classroom teachers and paraprofessional staff.

Learn more http://www.ed.gov/policy/elsec/leg/esea02/107-110.pdf

EFFECT ON IPS SCHOOLS

IPS has many years of experience with state-mandated accountability, one of the requirements of NCLB. As a result, the district was ahead of the curve when the federal law went into effect. In the mid-1990s, all schools in the district were mandated by the state under Public Law 340 to prove what NCLB now calls Adequate Yearly Progress. Effective July 1, 2001, the state mandated AYP for schools in all Indiana districts under Public Law 221.

NCLB does not replace P.L. 221 but rather works in concert with it. It is possible for a school to be fully accredited by the state but not meet federal AYP requirements and vice versa.

To date, NCLB has applied only to schools that receive federal Title I funding to help close the achievement gap for students in high-poverty schools. Fifty-seven IPS schools receive Title I funding for the 2004-05 school year. By the 2005-06 school year, the law is expected to apply to all public schools.  

RISING TO THE CHALLENGE

Last May, the U.S. Department of Education audited IPS’ compliance with NCLB, thoroughly investigating the district’s efforts to provide choice and supplemental tutorial services to students at eligible schools. As a result of that audit, IPS was described as an exemplary district.

In addition, Charity Dye School 27 was named a No Child Left Behind/Blue Ribbon School in 2003 for meeting standards set under the law. Paul I. Miller School 114 awaits word on its status as a No Child Left Behind/Blue Ribbon School for 2004. Learn morehttp://www.headlines.ips.k12.in.us/archive/971.aspx 

Francis Scott Key School 103 was one of 15 schools in the nation spotlighted as a national model in “Making the Difference: Research and Practice in Community Schools,” a report by the Coalition for Community Schools. In addition, the school was asked to share its success in the opening plenary session of the 95th National Governors Association Annual meeting in August 2003 in Indianapolis. Among the school’s achievement is a jump in third-grade scores on the state-mandated ISTEP test from 29.1 percent in 1998-99 to 73.2 percent in 2001. Learn more. http://www.publications.ips.k12.in.us/communities/publications/assets/pdf/achiever/2003_10.pdf

In an effort to ensure that all IPS schools achieve similar success, the district has in place the following programs:

CURRICULUM ENHANCEMENT

• Small Learning Communities - Small Learning Communities provide more personalized learning environments. Each IPS high school campus is evolving into a complex made up of several small schools inclu ding a Freshman Academy and three to six Career Academies. Learn morehttp://www.headlines.ips.k12.in.us/archive/994.aspx 

• Full-Day Kindergartens – In 1998, IPS commissioned a study that concluded that students perform better, particularly in language arts, when they are able to attend kindergarten all day. While IPS long has offered a full-day kindergarten option through its magnet programs, the district also established additional programs at schools throughout the district. Learn morehttp://www.headlines.ips.k12.in.us/archive/973.aspx

• Science Bound – This five-year program, in collaboration with Purdue University, identifies middle school students who have the interest and ability to pursue post-secondary education in math, science and engineering. Starting with eighth grade, students are instilled with the knowledge and discipline to aim for careers in these demanding areas through special camps, field trips and seminars. Those who complete the program are eligible full scholarships to Purdue University.

PROFESSIONAL DEVELOPMENT

• Literacy and Numeracy Initiatives - In recognition that reading is the gateway skill for academic learning, IPS founded and supports a Literacy Initiative to train teachers in reading instruction. In the same vein, the district also has developed numeracy and science programs to enhance instruction. Learn more http://www.headlines.ips.k12.in.us/archive/991.aspx

• Multicultural Education - In an effort to eliminate cultural barriers to academic achievement, IPS operates an Office of Multicultural Education. This nationally recognized institution within IPS provides professional development for teachers, coordinates student-centered events and provides community education on multicultural education through the IPS Crispus Attucks Museum and a variety of events, including a city-wide Kwanzaa celebration. Learn morehttp://www.multiculturaledu.ips.k12.in.us/

STUDENT SUPPORT

• Bridges to Success - The achievement of students depends greatly on their preparedness to learn. But some students aren’t ready to learn when they enter the school building because of fac tors beyond their control. IPS tries to minimize some of those factors by meeting the physical, emotional, and social needs of students through BTS, a collaboration of IPS and the United Way of Central Indiana that links health and mental health providers to students through school-based services.

• Facilities Program – IPS in October 2001 passed a $250 million bond issue that allows for the replacement of five buildings, the construction of two additional new buildings and the renovation of all middle school science labs. Learn more http://www.facilities.ips.k12.in.us/survey/

• Communications – The district keeps its constituencies informed of its new and on-going initiatives through a comprehensive program that involves print and broadcast media, advisory councils and organizational membership. Learn more http://www.scr.ips.k12.in.us/

 For in-depth information on No Child Left Behind, visit www.nochildleftbehind.gov.