23 Aug 2007
Report

State and Local Implementation of the No Child Left Behind Act Volume II

Teacher Quality Under NCLB: Interim Report

This report presents findings about teacher quality from two longitudinal studies, the National Longitudinal Study of No Child Left Behind (NLS-NCLB), and the Study of State Implementation of Accountability and Teacher Quality Under No Child Left Behind (SSI-NCLB).  The research teams for these two studies have collaborated to provide an integrated evaluation of the implementation of key NCLB provisions at the state level (SSI-NCLB) and at the district and school levels (NLS-NCLB).

Together the two studies are the basis for a series of reports on the topics of accountability, teacher quality, Title I school choice and supplemental educational services, and targeting and resource allocation.

This is the second volume in this report series.  The first volume was:

Volume I—Title I School Choice, Supplemental Educational Services, and Student Achievement

Related Projects

Project

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.

Related Work

20 Jan 2009
Report

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.

Topic: 
Education, No Child Left Behind (NCLB), School Finance
29 Aug 2007
News Release

Most Teachers "Highly Qualified" Under NCLB Standards, But Teacher Qualifications Lag in Many High Poverty and High Minority Schools

Most public school teachers are "highly qualified" under the terms of the No Child Left Behind Act, but many low income and minority students experience inequities when it comes to the qualifications of the teachers in their classrooms, according to a new U.S. Department of Education report written by experts with AIR. The report includes analyses of data from the largest national survey of teachers, principals, paraprofessionals and school district staff to be conducted since the law was passed by Congress in 2001. That study, the National Longitudinal Study of No Child Left Behind, is being done as a partnership of AIR and the RAND Corporation.

Further Reading