Executive Summary The (ESEA), as amended by the Elementary and Secondary Education Act of 1965 No requires the Department of Education (Department) to submit Child Left Behind Act of 2001, annually to Congress a report that provides state-level data as well as national-level data based on the information collected by the Department under Part A of the from states on Title I, ESEA a variety of topics, listed below. This annual report on state-reported data for school year 2012–13 includes information on the following topics: state standards and assessment systems, student performance, English language acquisition, accountability, public school choice and supplemental educational services (SES), and highly qualified teachers. In addition to the 2012–13 school year data, the report contains multiyear data and national summary data. It also includes information about the data collections, data presentation, and data limitations. This section discusses the expectations and State standards and assessment systems. timelines established in the for states to develop their unique standards and assessment ESEA systems. It includes information about for its assessment system as each state’s approval status of December 2012. Student performance is measured by assessing students against Student performance. state achievement standards. Students are assessed annually in third through eighth grade and at least once in high school in mathematics and reading/language arts. Students are assessed at least once in grades three–five, six–nine, and 10–12 in science. The data are disaggregated by various subgroups. This section of the report presents state-reported data on fourth-grade, eighth-grade, and high school students for reading/language arts and mathematics, and the grades tested in science. of the is intended to improve the education English language acquisition. Title III ESEA of limited English proficient (LEP) students. There are specific requirements and achievement objectives required under all designed to help LEP students attain English language Title III, proficiency (ELP) and proficiency in academic subjects. This section includes information about the English language proficiency of all LEP students and the extent to which students served by are making progress in learning English, attaining proficiency in English, and attaining Title III proficiency in English language arts and mathematics. Adequate Yearly Progress (AYP) and schools identified for improvement or as priority ESEA This section discusses reporting and focus schools under the flexibility principles. requirements for two groups of states. First, states that are not approved to implement ESEA flexibility must continue to establish targets for schools and districts to demonstrate AYP toward
Executive Summary The Elementary and Secondary Education Act of 1965 (ESEA), as amended by the No Child Left Behind Act of 2001, requires the Department of Education (Department) to submit annually to Congress a report that provides state-level data as well as national-level data based on the information collected by the Department under Title I, Part A of the ESEA from states on a variety of topics, listed below. This annual report on state-reported data for school year 2012–13 includes information on the following topics: state standards and assessment systems, student performance, English language acquisition, accountability, public school choice and supplemental educational services (SES), and highly qualified teachers. In addition to the 2012–13 school year data, the report contains multiyear data and national summary data. It also includes information about the data collections, data presentation, and data limitations. State standards and assessment systems. This section discusses the expectations and timelines established in the ESEA for states to develop their unique standards and assessment systems. It includes information about each state’s approval status for its assessment system as of December 2012. Student performance. Student performance is measured by assessing students against state achievement standards. Students are assessed annually in third through eighth grade and at least once in high school in mathematics and reading/language arts. Students are assessed at least once in grades three–five, six–nine, and 10–12 in science. The data are disaggregated by various subgroups. This section of the report presents state-reported data on fourth-grade, eighth-grade, and high school students for reading/language arts and mathematics, and the grades tested in science. English language acquisition. Title III of the ESEA is intended to improve the education of limited English proficient (LEP) students. There are specific requirements and achievement objectives required under Title III, all designed to help LEP students attain English language proficiency (ELP) and proficiency in academic subjects. This section includes information about the English language proficiency of all LEP students and the extent to which students served by Title III are making progress in learning English, attaining proficiency in English, and attaining proficiency in English language arts and mathematics. Adequate Yearly Progress (AYP) and schools identified for improvement or as priority and focus schools under the ESEA flexibility principles. This section discusses reporting requirements for two groups of states. First, states that are not approved to implement ESEA flexibility must continue to establish targets for schools and districts to demonstrate AYP toward
esea12-13annualrept.docx