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NCLD’s goal in providing Core Principles for the reauthorization of the Elementary and Secondary Education Act (currently known as No Child Left Behind) is to help guide the discussions related to students most at-risk for being identified with LD and those already identified and receiving services under the Individuals with Disabilities Education Act (IDEA).Principle 1: Students with Disabilities Must Be Fully and Equitably Included
The progress realized for students with disabilities — almost half of whom have LD — must not be compromised. The provisions that have clearly been at the center of improvements for students with disabilities must remain intact. These include:- Academic content standards that apply to all students
- Progress measures that apply to all students
- Participation requirements that apply to all students
- Measures of proficiency on grade-level standards
- Full and equal accountability as a student group
- Attention to student data
While these critical elements are sure to receive thorough scrutiny and debate during the review and updating of ESEA, any reform efforts must be done with care and attention to the consequences that could result from loosening current requirements. Proposals for the adoption of new and expanded accountability provisions in the name of flexibility must not discriminate against students with disabilities and allow these students to be sacrificed for political relief.
The negative consequences of accountability components made allowable through administrative approval and/or regulatory procedures should be thoroughly examined and reviewed. The “accountability killers” that have surfaced during implementation of ESEA have allowed states, districts and schools to hide hundreds of thousands of students’ scores. The policies that continue to threaten the future academic progress of students with LD are:
- Minimum subgroup size
- Confidence intervals
- Data averaging
- Counting performance of students who have exited special education eligibility
- Alternate assessment on modified achievement standards (AA-MAS)
- Assessment accommodations policies
