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Sector Spotlight
Report Release: Reforming Teacher Pensions for a Changing Work Force
New Education Sector report examines teacher pensions and details the problems facing current state pension programs.
Sport or Not? A Question for the Courts
Senior Policy Analyst Elena Silva interviewed by the New York Times on Title IX.
Teachers Unions as Agents of Reform
Brad Jupp, an architect of Denver's landmark performance-based teacher pay system, ProComp, is an outspoken advocate of both labor organizing and quality education for disadvantaged kids. In this interview, Jupp talks about ProComp, his views on teacher unionism, and the future of the teaching profession.
Education Sector Welcomes Three New Board Members
Education Sector's board of directors names three prominent leaders in the fields of education and journalism to the board: David W. Breneman, Richard Lee Colvin, and Peter McWalters.
For-profit colleges: Do they shortchange students?
Policy Director Kevin Carey comments on a recent Senate HELP Committee hearing on for-profit colleges.
Research and Reports
Explainers
Moving Targets: What It Now Means to Make Adequate Yearly Progress Under NCLB
- Author:
- Erin Dillon
- Publication Date:
- September 22, 2009
- Read more about
- K-12 Accountability Systems/NCLB
This summer, states once again announced which public schools made "adequate yearly progress," or AYP, under the No Child Left Behind Act. It is an annual ritual during which schools find out if enough of their students scored proficient on state assessments to meet that year's state benchmark. States are required under NCLB to release report cards on the performance of every school before the beginning of the following school year. If schools miss the annual benchmark for more than two consecutive years, they face an escalating series of sanctions, which can culminate in school restructuring.
In 2007, Education Sector published States' Evidence: What It Means to Make 'Adequate Yearly Progress' Under NCLB. The report discussed the basics of "making" AYP and the multiple routes schools can take to get there. The appendix of the report included three tables showing, by grade level, each state's annual benchmarks for student proficiency, called "annual measurable objectives" or AMOs, for school years 2004–05 through 2006–07. In this update, we extend the tables through the 2009–10 school year, providing an up-to-date resource for evaluating each state's annual benchmarks and how those benchmarks have changed over time. We also discuss how the changing AMOs fit into NCLB's larger accountability system.
Read more from "Moving Targets: What It Now Means To Make 'Adequate Yearly Progress'."
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Moving Targets: What It Now Means To Make ‘Adequate Yearly Progress' Under NCLB (370K)
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