Appendix A

APPENDIX A
Legislation Authorizing the Study

Part E - National Assessment of Title I U.S. Department of Education Search

ELEMENTARY & SECONDARY EDUCATION
Part E — National Assessment of Title I
SEC. 1501 | SEC. 1502 | SEC. 1503 | SEC. 1504
SEC. 1501. EVALUATIONS.
(a) NATIONAL ASSESSMENT OF TITLE I
(1) IN GENERAL- The Secretary shall conduct a national assessment of the
programs assisted under this title and the impact of this title on States,
local educational agencies, schools, and students.
(2) ISSUES TO BE EXAMINED- In conducting the assessment under this
subsection, the Secretary shall examine, at a minimum, the following:
(A) The implementation of programs assisted under this title and the
impact of such implementation on increasing student academic achievement
(particularly in schools with high concentrations of children living in
poverty), relative to the goal of all students reaching the proficient
level of achievement based on State academic assessments, challenging
State academic content standards, and challenging State student academic
achievement standards under section 1111.
(B) The types of programs and services that have demonstrated the greatest
likelihood of helping students reach the proficient and advanced levels of
achievement based on State student academic achievement standards and
State academic content standards.
(C) The implementation of State academic standards, assessments, and
accountability systems developed under this title, including —
(i) the time and cost required for the development of academic
assessments for students in grades 3 through 8;
(ii) how well such State assessments meet the requirements for
assessments described in this title; and
(iii) the impact of such standards, assessments, and accountability
systems on educational programs and instruction at the local level.
(D) Each State's definition of adequate yearly progress, including —
(i) the impact of applying this definition to schools, local educational
agencies, and the State;
(ii) the number of schools and local educational agencies not meeting
this definition; and
(iii) the changes in the identification of schools in need of
improvement as a result of such definition.
(E) How schools, local educational agencies, and States have —
(i) publicized and disseminated the local educational agency report
cards required under section 1111(h)(2) to teachers, school staff,
students, parents, and the community;
(ii) used funds made available under this title to provide preschool and
family literacy services and the impact of these services on students'
school readiness;

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(iii) implemented the provisions of section 1118 and afforded parents
meaningful opportunities to be involved in the education of their
children;
(iv) used Federal, State, and local educational agency funds and
resources to support schools and provide technical assistance to improve
the achievement of students in low-performing schools, including the
impact of the technical assistance on such achievement; and
(v) used State educational agency and local educational agency funds and
resources to help schools in which 50 percent or more of the students
are from families with incomes below the poverty line meet the
requirement described in section 1119 of having all teachers highly
qualified not later than the end of the 2005-2006 school year.
(F) The implementation of schoolwide programs and targeted assistance
programs under this title and the impact of such programs on improving
student academic achievement, including the extent to which schools meet
the requirements of such programs.
(G) The extent to which varying models of comprehensive school reform are
funded and implemented under this title, and the effect of the
implementation of such models on improving achievement of disadvantaged
students.
(H) The costs as compared to the benefits of the activities assisted under
this title.
(I) The extent to which actions authorized under section 1116 are
implemented by State educational agencies and local educational agencies
to improve the academic achievement of students in low-performing schools,
and the effectiveness of the implementation of such actions, including the
following:
(i) The number of schools identified for school improvement and how many
years the schools remain in this status.
(ii) The types of support provided by the State educational agencies and
local educational agencies to schools and local educational agencies
respectively identified as in need of improvement, and the impact of
such support on student achievement.
(iii) The number of parents who take advantage of the public school
choice provisions of this title, the costs (including transportation
costs) associated with implementing these provisions, the implementation
of these provisions, and the impact of these provisions (including the
impact of attending another school) on student achievement.
(iv) The number of parents who choose to take advantage of the
supplemental educational services option, the criteria used by the
States to determine the quality of providers, the kinds of services that
are available and utilized, the costs associated with implementing this
option, and the impact of receiving supplemental educational services on
student achievement.
(v) The implementation and impact of actions that are taken with regard
to schools and local educational agencies identified for corrective
action and restructuring.

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(J) The extent to which State and local fiscal accounting requirements
under this title affect the flexibility of schoolwide programs.
(K) The implementation and impact of the professional development
activities assisted under this title and title II on instruction, student
academic achievement, and teacher qualifications.
(L) The extent to which the assistance made available under this title,
including funds under section 1002, is targeted to disadvantaged students,
schools, and local educational agencies with the greatest need.
(M) The effectiveness of Federal administration assistance made available
under this title, including monitoring and technical assistance.
(N) The academic achievement of the groups of students described in
section 1111(b)(2)(C)(v)(II).
(O) Such other issues as the Secretary considers appropriate.
(3) SOURCES OF INFORMATION- In conducting the assessment under this
subsection, the Secretary shall use information from a variety of sources,
including the National Assessment of Educational Progress (carried out under
section 411 of the National Education Statistics Act of 1994), State
evaluations, and other research studies.
(4) COORDINATION- In carrying out this subsection, the Secretary shall —
(A) coordinate the national assessment under this subsection with the
longitudinal study described in subsection (c); and
(B) ensure that the independent review panel described in subsection (d)
participates in conducting the national assessment under this subsection,
including planning for and reviewing the assessment.
(5) DEVELOPMENTALLY APPROPRIATE MEASURES- In conducting the national
assessment under this subsection, the Secretary shall use developmentally
appropriate measures to assess student academic achievement.
(6) REPORTS(A) INTERIM REPORT- Not later than 3 years after the date of enactment of
the No Child Left Behind Act of 2001, the Secretary shall transmit to the
President, the Committee on Education and the Workforce of the House of
Representatives, and the Committee on Health, Education, Labor, and
Pensions of the Senate an interim report on the national assessment
conducted under this subsection.
(B) FINAL REPORT- Not later than 5 years after the date of enactment of
the No Child Left Behind Act of 2001, the Secretary shall transmit to the
President, the Committee on Education and the Workforce of the House of
Representatives, and the Committee on Health, Education, Labor, and
Pensions of the Senate a final report on the national assessment conducted
under this subsection.
(b) STUDIES AND DATA COLLECTION(1) IN GENERAL- In addition to other activities described in this section,
the Secretary may, directly or through awarding grants to or entering into
contracts with appropriate entities —
(A) assess the implementation and effectiveness of programs under this
title;
(B) collect the data necessary to comply with the Government Performance

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and Results Act of 1993; and
(C) provide guidance and technical assistance to State educational
agencies and local educational agencies in developing and maintaining
management information systems through which such agencies may develop
program performance indicators to improve services and performance.
(2) MINIMUM INFORMATION- In carrying out this subsection, the Secretary
shall collect, at a minimum, trend information on the effect of each program
authorized under this title, which shall complement the data collected and
reported under subsections (a) and (c).
(c) NATIONAL LONGITUDINAL STUDY(1) IN GENERAL- The Secretary shall conduct a longitudinal study of schools
receiving assistance under part A.
(2) ISSUES TO BE EXAMINED- In carrying out this subsection, the Secretary
shall ensure that the study referred to in paragraph (1) provides Congress
and educators with each of the following:
(A) An accurate description and analysis of the short- and long-term
effect of the assistance made available under this title on academic
achievement.
(B) Information that can be used to improve the effectiveness of the
assistance made available under this title in enabling students to meet
challenging academic achievement standards.
(C) An analysis of educational practices or model programs that are
effective in improving the achievement of disadvantaged children.
(D) An analysis of the costs as compared to the benefits of the assistance
made available under this title in improving the achievement of
disadvantaged children.
(E) An analysis of the effects of the availability of school choice
options under section 1116 on the academic achievement of disadvantaged
students, on schools in school improvement, and on schools from which
students have transferred under such options.
(F) Such other information as the Secretary considers appropriate.
(3) SCOPE- In conducting the study referred to in paragraph (1), the
Secretary shall ensure that the study —
(A) bases its analysis on a nationally representative sample of schools
participating in programs under this title;
(B) to the extent practicable, includes in its analysis students who
transfer to different schools during the course of the study; and
(C) analyzes varying models or strategies for delivering school services,
including —
(i) schoolwide and targeted services; and
(ii) comprehensive school reform models.
(d) INDEPENDENT REVIEW PANEL(1) IN GENERAL- The Secretary shall establish an independent review panel
(in this subsection referred to as the Review Panel') to advise the
Secretary on methodological and other issues that arise in carrying out
subsections (a) and (c).
(2) APPOINTMENT OF MEMBERS-

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(A) IN GENERAL- Subject to subparagraph (B), the Secretary shall appoint
members of the Review Panel from among qualified individuals who are —
(i) specialists in statistics, evaluation, research, and assessment;
(ii) education practitioners, including teachers, principals, and local
and State superintendents;
(iii) parents and members of local school boards or other organizations
involved with the implementation and operation of programs under this
title; and
(iv) other individuals with technical expertise who will contribute to
the overall rigor and quality of the program evaluation.
(B) LIMITATIONS- In appointing members of the Review Panel, the Secretary
shall ensure that —
(i) in order to ensure diversity, the Review Panel includes individuals
appointed under subparagraph (A)(i) who represent disciplines or
programs outside the field of education; and
(ii) the total number of the individuals appointed under subparagraph
(A)(ii) or (A)(iv) does not exceed one-fourth of the total number of the
individuals appointed under this paragraph.
(3) FUNCTIONS- The Review Panel shall consult with and advise the Secretary
—
(A) to ensure that the assessment conducted under subsection (a) and the
study conducted under subsection (c) —
(i) adhere to the highest possible standards of quality with respect to
research design, statistical analysis, and the dissemination of
findings; and
(ii) use valid and reliable measures to document program implementation
and impacts; and
(B) to ensure —
(i) that the final report described in subsection (a)(6)(B) is reviewed
not later than 120 days after its completion by not less than two
independent experts in program evaluation (who may be from among the
members of the Review Panel appointed under paragraph (2));
(ii) that such experts evaluate and comment on the degree to which the
report complies with subsection (a); and
(iii) that the comments of such experts are transmitted with the report
under subsection (a)(6)(B).

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