NCLB and Students who Struggle with Learning - Página 2

Do you have any further thoughts for our audience about school or district accountability under NCLB for improving kids' academic performance?

Ms. Cortiella

One thing that parents of students with disabilities should look out for is the varying [minimum] size of the subgroup of students with disabilities that states are setting to determine whether a school is required to report (disaggregate) this subgroup's test results. States have petitioned the U.S. Department of Education to raise the minimum size requirement for the subgroup of students with disabilities. In some states, the required subgroup size is set so high that it results in less than 15% of schools reporting on the test results of students with disabilities. This will pretty much eliminate the school's accountability for the academic performance of this group.

So, find out about your state's subgroup size requirement, and, more importantly, what percentage of schools in the state won't be required to report data because of the required subgroup size. If the required minimum subgroup size equates to a large percentage of the total school population [15-20%], I'd suggest talking with your state's Board of Education about reducing it. [NCLB requires that states establish a minimum subgroup size that is large enough to (a) yield statistically reliable information and (b) not reveal personally identifiable information about an individual student. States have established minimum subgroup sizes ranging from 5 to 200 students.]

How much can NCLB really do to address teacher quality? Can NCLB help parents get a teacher who understands how to teach to different learning styles?

Ms. Cortiella

NCLB requires that all teachers of core content be highly qualified by 2005-06. That would [result in] a huge improvement across the country. Plus, under the Title II provisions of NCLB, states get grants to fund improving their teacher force. Schools must also make sure that teachers are using instructional practices that are scientifically based and proven to be effective. This will help eliminate the "pendulum swing" in teaching approaches and bring the research that informs teaching closer to the manner in which research informs the practice of medicine. This will help students with LD immensely!

What is a Title II school?

Ms. Cortiella

Title II doesn't pertain to schools; [in effect, there is no such thing as a "Title II school."] Title II is the section of NCLB that pertains to teacher quality, and grants [that are available to states and districts to improve teacher recruitment, hiring, and retention]. The parent guide on NCLB indicates which NCLB provisions pertain to Title I schools and which pertain to all schools.

What is the definition of "highly qualified"? Isn't it vastly different from state to state?

Ms. Cortiella

"Highly qualified" teachers must meet three requirements: Hold a bachelor's degree, be fully certified/licensed to teach, and have demonstrated sufficient subject matter competency. Requirements differ if teachers are new to the profession and also differ, to some extent, by the grade level they teach. [The "highly qualified" designation] applies only to teachers teaching in core academic subjects [English, reading, language arts, mathematics, science, foreign language, civics and government, economics, arts, history, and geography. NCLB leaves it for states to determine what is included in the "arts"]. Special education itself is not a core academic subject.

These requirements don't vary across states. How states determine that teachers are competent in content areas does vary, however. There are slightly differing provisions for special education teachers. Of course, the special education teacher "highly qualified" provision may be changed as part of the reauthorization of IDEA, currently underway in Congress.

What prevents states setting all requirements at the lowest possible levels?

Ms. Cortiella

The scrutiny of the U.S. Department of Education, hopefully. All NCLB accountability plans had to be approved by the U.S. DOE. There has been great variance among the states on a variety of requirements, however. This is the main reason why NCLB results cannot be compared across states. Again, the consumer also needs to provide some scrutiny.

Is there any way that we can improve the quality of paraprofessional assistance, all the way down to the local level, through future changes to the NCLB Act?

Ms. Cortiella

The requirements regarding qualifications for paraprofessionals in NCLB only apply to Title I schools. So, while we'll see improvements in those schools, it won't be as widespread as the improvement we'll see in teacher quality. I know of no attempts to change or broaden the requirements for paraprofessionals' qualifications [beyond those currently in NCLB, although many states have requirements for paraprofessionals in place].

Another topic that comes up along with NCLB is the troubles students with learning disabilities are having with high-stakes testing. Can tests required by NCLB be used for high-stakes decisions? Can high-stakes tests be used to fulfill the requirements of NCLB?

Ms. Cortiella

I'm so glad you asked about this! NCLB does not require or encourage states to attach high-stakes consequences for individual students to their performance on the assessments required under NCLB. However, states are free to do so, and many have done just that. Many states were already in the process of phasing in high-stakes testing, such as exit exams, before NCLB, so this isn't even an NCLB-related practice.

It is critical for parents to disentangle issues arising from high-stakes testing in their state and issues arising from NCLB testing requirements. Generally, high-stakes testing practices have been approved by state boards of education, after years of planning and input from the public, as well as many years of phase-in, before students are held to the requirements, such as passing an exit exam in order to get a standard diploma.

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