A Guide to Education and No Child Left Behind (PDF)Affairs, A Guide to Education and No Child Left...

A Guide to Education and No Child Left Behind

U.S. Department of Education

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UUUUU.S.S.S.S.S. Depar. Depar. Depar. Depar. Department of Educationtment of Educationtment of Educationtment of Educationtment of EducationRod PaigeSecretary

OfficOfficOfficOfficOffice of Pube of Pube of Pube of Pube of Publllllic ic ic ic ic AffairAffairAffairAffairAffairsssssJohn GibbonsDirector

October 2004

This guide is in the public domain. Authorization toreproduce it in whole or in part is granted. Whilepermission to reprint this publication is not neces-sary, the citation should be: U.S. Department ofEducation, Office of the Secretary, Office of PublicAffairs, A Guide to Education and No Child Left Behind,Washington, D.C., 2004.

TTTTTo obtain co obtain co obtain co obtain co obtain copies of this guideopies of this guideopies of this guideopies of this guideopies of this guide:

writwritwritwritwriteeeee to: ED Pubs, Education Publications Center,U.S. Department of Education, P.O. Box 1398, Jessup,MD 20794-1398; or

faxfaxfaxfaxfax your request to: (301) 470-1244; or

e-maie-maie-maie-maie-mailllll your request to: [email protected]; or

calcalcalcalcallllll in your request toll-free to: 1-877-433-7827 (1-877-4-ED-PUBS); if 877 service is not available, call1-800-872-5327 (1-800-USA-LEARN); and if youneed TTY or TDD service call 1-877-576-7734; or

orororororder onlder onlder onlder onlder onlineineineineine at: www.edpubs.org; or

visit our visit our visit our visit our visit our WWWWWeb siteb siteb siteb siteb siteeeee at: www.ed.gov/nclb/overview/intro/guide/.

On request, this publication is available in Braille,large print or computer diskette. For more informa-tion, please call the Department’s Alternate FormatCenter at (202) 260-9895 or (202) 205-8113.

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Education is one of the most impor-tant functions of government. Itwas a concern of the early settlers, and a

focus of the Founding Fathers in writing theConstitution precisely because our democracyis dependent on an educated public. TheFounders did not want education for the elite orfor the many. They wanted education for all.John Adams once exclaimed: “Education forevery class and rank of people down to thelowest and the poorest.”

The Founding Fathers were correct:Education is necessary for the growth andprosperity of our country. As education hasbecome more inclusive and of better quality, ithas enhanced American economic and politicalleadership.

The task of educating the people hashistorically been left up to state and localgovernments. In the late 18th century and intothe 19th century, some states, such as Virginia,Connecticut, and Pennsylvania, became knownfor the quality of their education systems.These school systems were the product ofvisionary contributions. Noah Webster workedto improve public education through writingdictionaries, spellers, readers, and histories.Benjamin Rush championed public educationfor girls. Horace Mann initiated efforts toimprove the physical facilities of schools and todevelop the first teacher training program.Thaddeus Stevens pushed through legislation

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for public support of education in Pennsylvania.New York state set up the first public highschools. Other states followed, and soon publiceducation was available for children across thecountry.

Recognizing the universal importance ofeducation, the federal government assumed alarger role in financing public schools with thepassage of the Elementary and Secondary EducationAct (ESEA) in 1965. Through subsequentreauthorizations, ESEA has continued to assistthe states. In 2001, the reauthorization in-cluded No Child Left Behind, which asks thestates to set standards for student performanceand teacher quality. The law establishes account-ability for results and improves the inclusivenessand fairness of American education.

I hope this guide will be a useful resourcefor understanding the No Child Left Behind Act.If you have additional questions, please feel freeto contact the Department by calling1-800-USA-LEARN.

Sincerely,

Rod PaigeSecretary

U.S. Department of Education

ii

1

Satisfying the demand for highly skilledworkers is the key to maintainingcompetitiveness and prosperity in the globaleconomy.

Over the 10 years from March 1993 toMarch 2003, employment of persons ages 25to 64 with master’s degrees or higherincreased by more than 3.2 million whileemployment of persons ages 25 to 64 with nomore than a high school diploma increased byfewer than 460,000.1

Additionally, the average unemploymentrate for high school dropouts in 2003 wasmore than 1.5 times higher than theunemployment rate for people with just highschool diplomas (8.8 percent compared to 5.5percent) and almost three times higher thanthe rate for college graduates (8.8 percent to3.1 percent).2

A recent report found that raisingstudent achievement directly leads tonational economic growth. The reportestimates that “significant improvements ineducation over a 20-year period could lead toas much as a 4 percent addition to the GrossDomestic Product” or over $400 billion intoday’s terms.3

Education and the EcEducation and the EcEducation and the EcEducation and the EcEducation and the Economyonomyonomyonomyonomy

2

Education by the NEducation by the NEducation by the NEducation by the NEducation by the Numberumberumberumberumbersssss

Schools and DistrictsSchools and DistrictsSchools and DistrictsSchools and DistrictsSchools and Districts

As of the 2002-03 school year, there were14,465 public school districts in the UnitedStates.4 The 95,615 public schools remain theprimary educational delivery system in theUnited States.5

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3

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The number of alternative schoolscontinues to grow as a response to thedemand for more choices.

PPPPPrivatrivatrivatrivatrivate Schoolse Schoolse Schoolse Schoolse Schools 2727272727,223,223,223,223,223 (1999-2000)7

CharCharCharCharCharttttter Schoolser Schoolser Schoolser Schoolser Schools 2,996 2,996 2,996 2,996 2,996 (2003-04)8

From 2000 to 2004 alone, more than1,000 new charter schools opened, a 50percent growth rate.9

HHHHHome Schoolome Schoolome Schoolome Schoolome Schoolinginginginging

In 2004, the National Center forEducation Statistics estimated that in spring2003, the most recent period for which data isavailable, there were about 1.1 millionhomeschooled children, compared to 850,000in spring 1999. 10


4


StudentsStudentsStudentsStudentsStudents

There are 48.2 million public schoolstudents in the United States. About 4.1million students, or 8.5 percent, are Englishlanguage learners.12

6.4 million students, or 13.4 percent ofstudents ages 3 to 21, are served in federallysupported programs for the disabled.13

WhitWhitWhitWhitWhiteeeee59.2%

BlackBlackBlackBlackBlack17.1%

HHHHHispanicispanicispanicispanicispanic18.1%

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4.4%

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by Raby Raby Raby Raby Raccccceeeee: 1999-2000: 1999-2000: 1999-2000: 1999-2000: 1999-2000

For the 1999-2000 school year,approximately 75 percent of all public schoolteachers were female.15

The average student : teacher ratio in2002-03 was 16:1.16

TTTTTotalotalotalotalotal 3,002,258 14

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2,531,578(84%)

Black,Black,Black,Black,Black,non-non-non-non-non-HHHHHispanicispanicispanicispanicispanic227,505 (8%)

HHHHHispanicispanicispanicispanicispanic169,025 (6%)

AsiAsiAsiAsiAsian oran oran oran oran orPPPPPacificacificacificacificacificIIIIIssssslanderlanderlanderlanderlander48,281 (2%))

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AlaskaAlaskaAlaskaAlaskaAlaskaNNNNNativeativeativeativeative25,869(1%)

6

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The ratio of administrative staff membersto teaching staff members is about even.Just over half (51 percent) of public schoolstaff members are teachers.17

School principals are well-educated andexperienced. Only around 10 percent ofpublic school principals are under age 40,and 98 percent have a master’s degree orabove. About 44 percent of public schoolprincipals are women.18

SSSSStudetudetudetudetudentsntsntsntsnts

The majority of American public schoolstudents, 52 percent, attend suburbanschools. Thirty-one percent of publicschool students attend city schools, and 17percent attend rural schools.19


7

School DistrictsSchool DistrictsSchool DistrictsSchool DistrictsSchool Districts

• The 100 largest public school districtsaccount for less than 1 percent ofdistricts, but they also account for 22percent of students and 16 percent ofschools.20

• The two largest public school districts areNew York City Public Schools and theLos Angeles Unified School District.These districts are each larger than overhalf of the individual state educationsystems.21

• The states with the largest percentage ofminority students are California, Hawaii,Louisiana, Mississippi, New Mexico, andTexas. In addition, the District ofColumbia reports 95.7 percent minoritystudents. 22


8

GrGrGrGrGraduation aduation aduation aduation aduation TTTTTrrrrrendsendsendsendsends

MMMMMororororore e e e e Americans have cAmericans have cAmericans have cAmericans have cAmericans have completompletompletompletompletededededed high school. high school. high school. high school. high school.

• Between 1990 and 2003, the proportionof the adult population 25 years of age andover who had completed high school rosefrom 78 percent to an all-time high of 85percent. 23

BachelorBachelorBachelorBachelorBachelor’’’’’s des des des des degrgrgrgrgrees arees arees arees arees are bece bece bece bece becomingomingomingomingoming mor mor mor mor more ce ce ce ce common.ommon.ommon.ommon.ommon.

• Between 1990 and 2003, the proportionof the adult population 25 years of age andover with a bachelor’s degree increasedfrom 21 percent to an all-time high of 27percent.24


9

CCCCCololololollelelelelege financige financige financige financige financial aid is on the rise.al aid is on the rise.al aid is on the rise.al aid is on the rise.al aid is on the rise.

• Under the president’s 2005 budgetrequest, overall student financial aidwould grow to $73.1 billion.25

• The number of recipients of grant, loan,and work-study assistance would increaseby 426,000 to 10 million students andparents.


10

As a nation, we now spend $501.3 billionannually at all levels of government onelementary and secondary education.

American taxpayers invest more ineducation than in the Defense Department.The United States invests more per pupil thanalmost any other nation in the world.Unfortunately, as Organization for EconomicDevelopment Education Director BarryMcGaw noted, “The U.S. doesn’t get the bangfor its buck.”

NNNNNational Expenditurational Expenditurational Expenditurational Expenditurational Expendituresesesesesand and and and and AAAAAchiechiechiechiechievementvementvementvementvement

ExpenditurExpenditurExpenditurExpenditurExpenditures for Elementares for Elementares for Elementares for Elementares for Elementary andy andy andy andy andSSSSSecececececondarondarondarondarondary Educationy Educationy Educationy Educationy Education2626262626

Years

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50

100

150

200

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300

350

400

450

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1990-

1991

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1992

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1993

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1994

1994-

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1995-

1996

1996-

1997

1997-

1998

1998-

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2003-

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Federal

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249.0261.3

274.2287.5

302.5

318.3

339.2

361.4

384.0

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1999-

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41%

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25%

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75%

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4th-4th-4th-4th-4th-GrGrGrGrGrade Rade Rade Rade Rade Reading Peading Peading Peading Peading Prrrrroficiency: 2003oficiency: 2003oficiency: 2003oficiency: 2003oficiency: 20032727272727

Much work remains to close theachievement gap in the early years. Even afterfour years of public schooling, most studentsperform below proficiency in both reading andmathematics. Minority and disadvantagedstudents are most at risk for falling behind.

43%

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48%

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4th-4th-4th-4th-4th-GrGrGrGrGrade Made Made Made Made Math Path Path Path Path Prrrrroficiency: 2003oficiency: 2003oficiency: 2003oficiency: 2003oficiency: 20032828282828


White African

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12

Upon graduating from high school, fewstudents have acquired the math and scienceskills necessary to compete in the knowledge-based economy.


20%

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34%

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12th-12th-12th-12th-12th-GrGrGrGrGrade Made Made Made Made Math Path Path Path Path Prrrrroficiency:2000oficiency:2000oficiency:2000oficiency:2000oficiency:20002929292929

White African

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23%

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12th-12th-12th-12th-12th-GrGrGrGrGrade Sciencade Sciencade Sciencade Sciencade Science Pe Pe Pe Pe Prrrrroficiency:2000oficiency:2000oficiency:2000oficiency:2000oficiency:20003030303030

13

The principles of No Child Left Behind dateback to Brown v. Board of Education, when theU.S. Supreme Court outlawed racialsegregation in public schools and determinedthat the “separate but equal doctrine” wasunconstitutional. That decision is now 50years old.

Just after the passage of the Civil RightsAct in 1964, the Elementary and SecondaryEducation Act became law in 1965. No ChildLeft Behind is the 21st-century iteration of thisfirst major federal foray into educationpolicy—a realm that is still mainly a state andlocal function, as envisioned by our FoundingFathers.

On Jan. 8, 2002, President Bush signedthe No Child Left Behind Act of 2001 (P.L. 107-110) into law with overwhelming bipartisansupport. The final votes were 87-10 in theSenate and 381-41 in the House. Senators TedKennedy (D-MA) and Judd Gregg (R-NH)and Congressmen George Miller (D-CA) andJohn Boehner (R-OH) were its chief sponsorsin the Senate and the House.

No Child Left Behind ensuresaccountability and flexibility as well asincreased federal support for education. NoChild Left Behind continues the legacy of theBrown v. Board decision by creating aneducation system that is more inclusive,responsive, and fair.

The HThe HThe HThe HThe Histististististororororory ofy ofy ofy ofy ofNNNNNo Co Co Co Co Chihihihihild Lld Lld Lld Lld Left Behindeft Behindeft Behindeft Behindeft Behind

14

IIIIImpmpmpmpmproving throving throving throving throving the e e e e AAAAAcccccaaaaademic demic demic demic demic AAAAAchievemechievemechievemechievemechievement ofnt ofnt ofnt ofnt ofthththththe Ece Ece Ece Ece Economiconomiconomiconomiconomically Disaally Disaally Disaally Disaally Disadvdvdvdvdvaaaaantantantantantagedgedgedgedged

The flagship federal education program,known as the “Title I” program, providessupplemental education support for studentswho are eligible for free or reduced-pricelunches in school.

The program serves more than 15 millionstudents in nearly all school districts andmore than half of all public schools, includingtwo-thirds of the nation’s elementary schools.Too often, these students do not receive theeducational foundation they need to achievetheir full potential in school or in life.

SSSSSupporupporupporupporupport:t:t:t:t: Title I program fundingincreases to $13.3 billion for students in high-poverty schools under the president’s 2005budget request. The president requested histhird consecutive increase of $1 billion fordisadvantaged students, or 52 percent over2001 funding.

NNNNNo Chio Chio Chio Chio Child Left Behind ld Left Behind ld Left Behind ld Left Behind ld Left Behind AAAAAct of 2001ct of 2001ct of 2001ct of 2001ct of 2001

15

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Under No Child Left Behind, all teachersmust be highly qualified by the end of the2005-06 school year. One of the mostimportant ways to close the achievement gapand provide all children with a great educationis to provide them great teachers. Studieshave shown the single greatest effect onstudent achievement is teacher quality. Forthis reason, America must remain steadfast inmeeting the goal of ensuring that everyclassroom has a highly qualified teacher.

To be “highly qualified,” a teacher must (1)hold a bachelor’s degree, (2) hold acertification or licensure to teach in the stateof his or her employment, and (3) have provenknowledge of the subjects he or she teaches.

SSSSSupporupporupporupporupport:t:t:t:t: Under the president’s 2005budget request, teachers receive $5.1 billion insupport through training, recruitmentincentives, loan forgiveness, and tax relief—upfrom $4.4 billion in 2004.


16

LaLaLaLaLanguanguanguanguanguage Ige Ige Ige Ige Instrnstrnstrnstrnstruction for Limituction for Limituction for Limituction for Limituction for Limited Englished Englished Englished Englished EnglishPPPPProficieroficieroficieroficieroficient ant ant ant ant and Ind Ind Ind Ind Immmmmmimimimimigggggrrrrraaaaant Snt Snt Snt Snt Studetudetudetudetudentsntsntsntsnts

President Bush is committed toexpanding educational opportunities for allstudents, including students who are learningthe English language and students who arenew to this country.

Children learning English face some ofthe greatest educational challenges due tolanguage and cultural barriers. That is whyPresident Bush and Congress pushed throughthe historic education reforms of No ChildLeft Behind. The law ensures that allchildren—from every ethnic and culturalbackground—receive a quality education andthe chance to achieve their academicpotential.

SSSSSupporupporupporupporupport:t:t:t:t: The president’s 2005 budgetprovides $681 million for English languageacquisition funding for children who arelearning the English language, so they canreach their academic potential and fullyparticipate in the American dream.


17

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No child should be trapped in anunderperforming school. Under No Child LeftBehind, students who attend Title I schoolsthat do not make adequate yearly progress, asdefined by states, for two consecutive yearshave the option of transferring to a higher-performing public school or a charter schoolwithin their district.

The promotion of charter schools is animportant component of No Child Left Behind.These schools are held to the sameaccountability standards as traditional publicschools, but they face fewer burdensomeregulations. The result is more room foreducators to be innovative and more choicesfor parents.

SSSSSupporupporupporupporupport:t:t:t:t: Funding for choice and optionsfor students and parents expands to $504million under the president’s 2005 budgetrequest—an additional $113 million—toempower families to find schools that bestmeet the needs of their children, in particularthose who need help the most.


18

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Accountability is a crucial step inaddressing the achievement gaps that plagueour nation. For too long, the poorachievement of our most vulnerable studentshas been lost in unrepresentative averages.African American, Hispanic, specialeducation, limited English proficient, andmany other students were left behind becauseschools were not held accountable for theirindividual progress. Now all students count.

Under No Child Left Behind, every state isrequired to 1) set standards for grade-levelachievement and 2) develop a system tomeasure the progress of all students andsubgroups of students in meeting those state-determined grade-level standards.

SSSSSupporupporupporupporupport:t:t:t:t: For fiscal year 2005, PresidentBush requested $410 million to support thedevelopment and implementation of stateassessments to ensure students, parents, andteachers receive vital information about theperformance of individual students, schools,and school districts.


19

MMMMMaking thaking thaking thaking thaking the Se Se Se Se Syyyyystststststem Rem Rem Rem Rem Reeeeesponsive tosponsive tosponsive tosponsive tosponsive toLLLLLocococococal Nal Nal Nal Nal Neeeeeedsedsedsedseds

In addition to being accountable, statesand school districts have the flexibility topursue educational excellence by the meansthat best meet their needs. No Child LeftBehind provides unprecedented levels offlexibility regarding the management offederal funds.

For example, most school districts maytransfer up to 50 percent of the funding theyreceive under four major formula grantprograms (Teacher Quality State Grants,Educational Technology State Grants, Safeand Drug-Free Schools and CommunitiesState Grants, and State Grants for InnovativePrograms) to any one of these programs or tothe Title I program for disadvantagedstudents.


20

HHHHHelping elping elping elping elping AAAAAll Cll Cll Cll Cll Chihihihihildrldrldrldrldreeeeen Ln Ln Ln Ln Leaeaeaeaearrrrrn to Rn to Rn to Rn to Rn to Reaeaeaeaeaddddd

Because President and Mrs. Bush knowthat reading is the foundation for all otherlearning, the administration has set the goalof making sure every child knows how to readat grade level by the third grade. Readingopens doors to children who otherwise wouldstruggle through school, lacking the skills tosucceed and grow. Literacy is a vital skill for asuccessful student.

Children who learn to read well early inlife are more likely to be engaged in schooland experience academic success. Adeficiency in reading skills impactsachievement in all other areas of education.

SSSSSupporupporupporupporupport:t:t:t:t: Under President Bush’s latestbudget request, reading funding increases to atotal of $1.4 billion, including $1.1 billion forthe Reading First program, $132 million forEarly Reading First programs, and $100million for the Striving Readers program tomeet the president’s goal of ensuring everychild can read on grade level.


21

HHHHHelping Celping Celping Celping Celping Chihihihihildrldrldrldrldreeeeen n n n n WWWWWith Disabiith Disabiith Disabiith Disabiith Disabilitielitielitielitielitiesssss

The Department of Education iscommitted to ensuring that all children—including children with disabilities—receive ahigh-quality education. Before the passage ofNo Child Left Behind, the 1997 reauthorizationof the Individuals with Disabilities EducationAct (IDEA) required that students withdisabilities be included in state and district-wide assessment programs. No Child LeftBehind builds on this requirement by ensuringthat these assessments measure how wellstudents with disabilities have learnedrequired material in reading and mathematics.Students with the most significant cognitivedisabilities can have results from speciallydesigned alternate assessments used inaccountability decisions instead.

SSSSSupporupporupporupporupport:t:t:t:t: Special Education Grants toStates Program would receive a record $11.1billion under the 2005 budget request. Thisrepresents the president’s fourth consecutiverequest for a $1 billion increase to supportchildren with disabilities—a 75 percentincrease over the funding level when thepresident took office and the highest level offederal support ever requested for childrenwith disabilities.


22

TTTTTerms erms erms erms erms TTTTTo Knowo Knowo Knowo Knowo Know

AAAAAdequatdequatdequatdequatdequate e e e e YYYYYearlearlearlearlearly Py Py Py Py Prrrrrogrogrogrogrogress: ess: ess: ess: ess: Under NoChild Left Behind, each state establishes adefinition of “adequate yearly progress”(AYP) to use each year to determine theachievement of each school district andschool. States are to identify forimprovement any Title I school that doesnot meet the state’s definition of adequateyearly progress for two consecutive years.

PPPPParararararticipation Rticipation Rticipation Rticipation Rticipation Ratatatatate:e:e:e:e: In order to make“adequate yearly progress” (AYP), schoolsmust demonstrate that at least 95 percent ofall students participated in the stateassessment at each grade. This requirementmust be met for all students in a school andfor subgroups of those students defined byrace/ethnicity, poverty level, disability, andEnglish language proficiency.

DisaggrDisaggrDisaggrDisaggrDisaggreeeeegation:gation:gation:gation:gation: To ensure that childrenwho are performing poorly are not lost inaverages of achievement results, each statemust report the performance of varioussubgroups if the subgroup is large enoughfor statistical reliability as determined bythe state.

HHHHHighlighlighlighlighly Qualy Qualy Qualy Qualy Qualified ified ified ified ified TTTTTeacher: eacher: eacher: eacher: eacher: To be deemedhighly qualified, teachers must have: 1) abachelor’s degree, 2) full state certification


23

or licensure, and 3) demonstratedcompetency in each subject they teach.

DemonstrDemonstrDemonstrDemonstrDemonstration of Cation of Cation of Cation of Cation of Competompetompetompetompetency:ency:ency:ency:ency: Newelementary school teachers have to pass astate test on subject knowledge andteaching skills. Teachers in middle andhigh school must prove that they knowthe subjects they teach by passing a statetest in their subjects, completing anacademic major or coursework equivalentto a major in their subjects, or byreceiving an advanced degree or advancedcertification/credential. Experiencedteachers may also prove competencythrough HOUSSE (see below).

HHHHHigh, Objective, Uigh, Objective, Uigh, Objective, Uigh, Objective, Uigh, Objective, Uniform Statniform Statniform Statniform Statniform StateeeeeStandarStandarStandarStandarStandard of Evaluation (HOUSSE):d of Evaluation (HOUSSE):d of Evaluation (HOUSSE):d of Evaluation (HOUSSE):d of Evaluation (HOUSSE):NCLB allows states to develop anadditional way for current teachers todemonstrate subject-matter competencyand meet highly qualified teacherrequirements. Proof may consist of acombination of teaching experience,professional development, and knowledgein the subject garnered over time in theprofession.


24

U.S. Secretary of EducationRod Paige


We should think big thoughts and havehigh expectations. The American schoolsystem must become and remain the best inthe world. We need all of our students toexcel, not just some. The president wants toraise all schools to the highest levels ofscholarship and motivation. The essentialfirst step is the No Child Left Behind law,because it makes education more inclusive,fair, and successful.

25

SourSourSourSourSourccccceseseseses

1 Employment Policy Foundation (2004).Data analysis of Current PopulationSurveys from March 1993 and March2003, U.S. Department of Commerce,Bureau of the Census.

2 Bureau of Labor Statistics, Bureau of theCensus. 2003 Annual Averages.Unemployment rates for people ages 25and over.

3 The Teaching Commission (2004).Teaching at Risk: A Call to Action. NewYork: Author.

4 U.S. Department of Education, NationalCenter for Education Statistics.Unpublished tabulations compiled fromCommon Core of Data for 2002-03School Year.


6 U.S. Department of Education, NationalCenter for Education Statistics.Unpublished tabulations compiled fromCommon Core of Data for 2002-03School Year. Elementary schools are

26

schools beginning with grade 6 or belowand with no grade higher than 8.Secondary schools are schools with nograde lower than 7.

7 U.S. Department of Education, NationalCenter for Education Statistics (2003). ABrief Profile of America’s Private Schools,Table 1.

8 Center for Education Reform (2004).National Charter School Directory, 9th

Edition. Washington: CER Books.

9 Center for Education Reform (2004).National Charter School Directory, 9th

Edition. Washington: CER Books.

10 U.S. Department of Education, NationalCenter for Education Statistics (2004).“1.1 Million Homeschooled Students inthe United States in 2003,” Issue Brief.



27

13 U.S. Department of Education, NationalCenter for Education Statistics (to beavailable soon). Digest of Education Statistics2003.

14 U.S. Department of Education, NationalCenter for Education Statistics (2003).Digest of Education Statistics 2002, Table 68.

15 U.S. Department of Education, NationalCenter for Education Statistics (2003).Digest of Education Statistics 2002, Table 68.


17 U.S. Department of Education, NationalCenter for Education Statistics.Unpublished tabulations compiled fromCommon Core of Data for 2002-03School Year. Numbers from the fall of2002.

18 U.S. Department of Education, NationalCenter for Education Statistics (2003).Digest of Education Statistics 2002, Table 85.Numbers from 1999-2000 school year.


28




23 U.S. Department of Commerce, Bureau ofthe Census (2004). 2003 Annual Socialand Economic Supplement to the CurrentPopulation Survey; and March CurrentPopulation Surveys 1952-2002.

24 U.S. Department of Commerce, Bureau ofthe Census (2004). 2003 Annual Socialand Economic Supplement to the CurrentPopulation Survey; and March CurrentPopulation Surveys 1952-2002.

25 All budget numbers from the Departmentof Education Fiscal Year 2005 BudgetSummary.

26 Chart provided by the U.S. Departmentof Education Budget Service.

29

27 U.S. Department of Education, NationalCenter for Education Statistics. NationalAssessment of Educational Progress, 2003Reading Assessments. Disadvantageddefined by eligibility for free/reduced-price lunch.

28 U.S. Department of Education, NationalCenter for Education Statistics. NationalAssessment of Educational Progress, 2003Mathematics Assessments.Disadvantaged defined by eligibility forfree/reduced-price lunch.

29 U.S. Department of Education, NationalCenter for Education Statistics. NationalAssessment of Educational Progress,2000 Mathematics Assessments.Disadvantaged defined by eligibility forfree/reduced-price lunch.

30 U.S. Department of Education, NationalCenter for Education Statistics. NationalAssessment of Educational Progress,2000 Science Assessments.Disadvantaged defined by eligibility forfree/reduced-price lunch.

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