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nt achievement against state academic and achievement standards. They will be measuring this achievement in grades three through eight in mathematics and reading or language arts. Definitions of “proficiency” can vary from state to state (Wenning, 2003.)

 

NCLB extends federally mandated testing to a wider population by reaching all student groups, not just those served by Title I. Testing requirements cover all K-12 public school students and those who attend charter schools. Further, state assessments must be the same within each state, local education agency (LEA), and school by student demographic subgroups. These groups include students who are economically disadvantaged, have disabilities, have a limited English proficiency, and are from a different racial or ethnic group and gender. NCLB includes students with disabilities and LEP students under its testing and accountability provisions and because of this reason they reinforce prior federal requirements for reasonable accommodations that they need to achieve that outcome.  When students’ scores are added to look for an improving school performance, not all students’ scores will count equally. But all students who attend that school must participate in the testing (Wenning, 2003.).

 

Each state must establish a baseline for measuring the percentage of students meeting or exceeding the state’s proficiency level of academic achievement. The state must use the higher of either the proficiency level of the state’s lowest-achieving group or the proficiency level of the students at the 20th percentile in the state. In order to attain proficiency, the States must develop a 12-year plan for all students. States may establish a uniform procedure for averaging data over multiple years and across grades in a school (Wenning, 2003.) One thing that is very confusing for the school districts is the measurement of progress required by NCLB. By mandating annual testing of entire school populations, NCLB creates an opportunity, but not an obligation, to measure the progress made by cohorts of students over time (Wenning, 2003.)

 

In conclusion, the choice is up to local school officials and educators. Maybe the leaders of school systems and schools will use the law as 'cover,' to justify reforms they knew were necessary but for which they previously lacked political support or intestinal fortitude. If educators can gain that perspective, and hold on to it as they wrestle with the NCLB, they may choose to use it creatively to hold their states, school systems, schools, and themselves to standards of performance far exceeding what the law requires. Every educator is now deciding how to respond to the NCLB (Mizell, 2003.) You are to use whatever courage you have and use your creativity to shape the NCLB in the ways necessary to raise the performance of students, teachers, and administrators.

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