Areas of Expertise
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.
Adjusted Poverty Measures and the Distribution of Title I Aid: Does Title I Really Make the Rich States Richer?
Are current funding allocations accurately distributing Title I funds? According to a new report, when fully adjusted for regional differences, Title I funding patterns disproportionately favor rural school districts in low cost of living states.
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.
This report provides the technical details of an alternate assessment design that has resulted from a long-term research and development effort at AIR.
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.
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.
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).