FOR IMMEDIATE RELEASE
June 13, 2006
CONTACT: Lindsey Mask or Steve Forde
Telephone: (202) 225-4527

House Panel Holds Second in Series of Hearings on No Child Left Behind Act

Latest Hearing Focuses on Need to Raise Achievement

Among All Minority and Disadvantaged Students

 

WASHINGTON, D.C. – Testifying before the U.S. House Education & the Workforce Committee today, top federal and state education officials expressed their views on the need to raise student achievement among all minority and disadvantaged students.  Concerns have been raised recently about reports of test scores of some disadvantaged and minority students not being broken down – or disaggregated – as part of school and district adequate yearly progress (AYP) calculations under the No Child Left Behind Act.

 

“The ultimate goal of No Child Left Behind is – of course – to leave no child behind,” said Committee Chairman Howard P. “Buck” McKeon (R-CA).  “To allow anything shy of that, would be a huge disservice to students, parents, taxpayers, and – eventually – our future.  We must ensure that the maximum number of students have their scores disaggregated to track progress by various racial and economic subgroups so students, schools, and districts truly in need of additional assistance are able to get it.”

 

Breaking down student achievement data by subgroup – such as African-American students, special education students, and limited English proficiency students – is required by No Child Left Behind to ensure that academic progress is being made overall and within key subgroups.  Both Republican and Democrat Committee leaders have written to U.S. Secretary of Education Margaret Spellings to reaffirm their commitment to this practice.  An official response to the bipartisan letter is expected later today.

 

Ray Simon, U.S. Deputy Secretary of Education, explained to the Committee how the Education Department is ensuring states have the opportunity to more effectively track student achievement by subgroups. 

 

“We will be taking steps over the coming months to draw on all available expertise and research to examine how states can improve the validity of their accountability systems through maximizing student inclusion,” said Simon.  “As one example of this effort, the Department is planning, in concert with our Assessment and Accountability Comprehensive Center, to host a technical assistance conference later this year to help states improve their systems for ensuring the validity and reliability of their accountability decisions.  This conference will provide an opportunity to examine more closely the impact of the wide range of statistical tools used by states on the overall effectiveness of their accountability systems.”

 

Dr. Ronald Peiffer, Deputy Superintendent for the Maryland State Department of Education, discussed with the Committee the steps his state is taking to ensure progress among various student subgroups.

 

“In 2002, Maryland linked educational funding to subgroups with the Bridge to Excellence Act, which established a new formula for calculating how much money each school system receives from the State,” said Peiffer.  “Under the new formula, school systems receive additional funding for all students, plus additional funds based on the numbers of students who receive special education services, have limited English proficiency, or qualify for free or reduced-price meals.  In order to receive the funding, each of Maryland’s 24 school systems is required to prepare a Master Plan for approval by the State Board of Education. This Master Plan must document the school system’s goals and strategies for improving achievement among all groups of students, including students receiving special education services, students with limited English proficiency, and students who qualify for free and reduced-price meals, and other groups.”

 

McKeon noted the Committee is planning additional hearings on the No Child Left Behind Act over the next several months.  The law represents the first ever bipartisan effort to bring true accountability and flexibility to federal education programs.  It reflects four essential pillars of education reform: accountability, flexibility and local control, funding for what works, and expanded parental options.  Slated to be reauthorized next year, No Child Left Behind is a comprehensive overhaul of the federal Elementary and Secondary Education Act (ESEA), which was enacted in 1965 and is the principal federal law affecting K-12 education. 

 

# # # # #

Press Releases