Education Secretary Margaret Spellings, USDOE, in response to numerous communications with state departments of education and three years of NCLB results, formerly announced increased flexibility in NCLB implementation. The following excerpt from the Wall Street Journal was published on April 7, 2005.

“If states are raising student achievement and closing the achievement gap—which we will only be able to see if they regularly assess their students and report results by student subgroup—then, in exchange, we will apply a more sensible, workable approach on the other aspects of the law. In other words, it is results that truly matter, not the bureaucratic way you get there. That's just common sense, often lost in the halls of Washington.

This comprehensive approach to the implementation of this law means that states seeking additional flexibility will get credit for the work they have done to reform their educational system as a whole. How will they demonstrate reform? For instance, we will look at whether children are reading by the third grade, which we know is an important marker—if not reached, children start to fall behind. We will also look at whether states are improving students' preparation for college, and at how well states use student achievement information—as well as at whether states are reforming high school or planning to; and how well states are working to improve the quality of teachers in the profession and removing barriers to entry for those who are qualified.

We intend to reward those innovative and effective reformers and we intend to use what we've learned from science and the field over the last three years to move the law forward. We are willing to show states a more sensible and informed approach on other aspects of the law, such as how students with persistent academic disabilities will be tested. From now on, more students with academic disabilities will be allowed to take tests that are specifically geared toward their abilities, as long as the state is working to best serve those students by providing rigorous research-based training for teachers, improving assessments and organizing collaboration between special education and classroom teachers.”

In response to the significant impact on alternate assessments and students with disabilities, Measured Progress will address these changes with a comprehensive article in our next newsletter.

Copyright 2005 by Measured Progress. All rights reserved.