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No Child Left Behind (NCLB) and Title I

AIR is a leader in the evaluation of state and district implementation of the accountability, teacher quality, and English language acquisition provisions outlined in Title I, Title II, and Title III of the Elementary and Secondary Education Act (ESEA), reauthorized in 2001 as the No Child Left Behind Act (NCLB). AIR’s work has served as one of the major sources of data for the National Assessment of Title I and other reports to the U.S. Congress. Currently, AIR is conducting a national evaluation of state and local implementation of Title III standards, assessments, and accountability systems concerning English language learners for the U.S. Department of Education.

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Recent Reports

• State Support for School Improvement: School-level Perceptions of Quality

  Building on existing external school support literature, this brief offers a set of indicators for assessing the quality of support provided to low-performing schools, with respect to the No Child Left Behind Act.

• Psychometric Advances in Alternate Assessment

  This report provides the technical details of an alternate assessment design that has resulted from a long-term research and development effort at AIR.

• State and Local Implementation of the No Child Left Behind Act Volume VI - Targeting and Uses of Federal Education Funds (TRAC)

  

  This report examines how well federal funds are targeted to districts and schools serving economically disadvantaged students, how Title I targeting has changed over the past seven years, how districts have spent federal funds, and the base of state and local resources to which federal funds are added.

Recent Projects

• Study of State Implementation of Accountability and Teacher Quality under NCLB (SSI-NCLB)

  Over the past five years, AIR staff has developed an in-depth, state-by-state understanding of academic and ELP standards, assessments, and accountability systems through their work leading ED’s SSI-NCLB, which examines states’ implementation of the accountability and teacher quality provisions outlined in Title I, Title II, and Title III of NCLB. The core data collection for the SSI-NCLB, which serves as one of the major sources of data for the National Assessment of Title I, involved two waves of extant data collection and interviews with state education officials—including directors of Title III, as well as directors of accountability and assessment—in all 50 states, the District of Columbia, and Puerto Rico.

• Doing What Works

  One of the four pillars of the No Child Left Behind (NCLB) Act is “Proven Methods” or, in other words, “doing what works.” Since 2002, the Institute for Education Sciences has been sharing what works in education with the field through its What Works Clearinghouse (WWC). However, knowing what works is only half the battle.

• National Longitudinal Study of the No Child Left Behind Act of 2001

  The National Longitudinal Study of the No Child Left Behind Act of 2001 (NCLB) is a four-year longitudinal evaluation of the district and school level implementation of the NCLB, the most recent reauthorization of the Elementary and Secondary Education Act (ESEA).