Information is provided on each status as State standards and assessment systems. state’s of December 2012 in adopting challenging academic content and student achievement standards as well as in developing and implementing academic assessments in reading/language arts, mathematics, and science as required for each state under Section 1111(b)(3). Data tables in the report summarize the percentage of all students Student performance. scoring at or above proficient on assessments administered in the 2012–13 school year in reading/language arts, mathematics, and science. Data are also disaggregated by major racial/ethnic groups, economically disadvantaged students, students with disabilities, LEP students, migrant students, and gender. Information is provided on the acquisition of ELP and English language acquisition. academic content proficiency by LEP students. The report includes data on the number of schools identified for Accountability. Title I improvement, corrective action, or restructuring under Section 1116(b) for the ESEA 2013–14 school year. It also contains counts of priority and focus schools for states that are approved to implement flexibility. ESEA Data tables summarize the Public school choice and supplemental educational services. percentage of students in schools who participated in public school choice and Title I supplemental educational services under Sections 1116(b) and 1116(e) during ESEA school years 2008–09 through 2012–13. Starting in the 2012–13 school year, only some states reported these data since the requirements were waived for many states approved to implement flexibility. ESEA Information is provided on the percentage of public Highly qualified teachers. elementary and secondary school core academic classes taught by highly qualified teachers in each state during school year 2012–13. There are a number of other U.S. Department of Education reports and studies that offer additional information on elementary and secondary education, such as: The Condition of Education No Child Left Behind Act State and Local Implementation of the The Biennial Evaluation Report to Congress on the Implementation of the Title III State Formula Grant Program Migrant Education Program Annual Report: Eligibility, Participation, Services and Achievement SY 12-13 EHCY National Data Summary
State standards and assessment systems. Information is provided on each state’s status as of December 2012 in adopting challenging academic content and student achievement standards as well as in developing and implementing academic assessments in reading/language arts, mathematics, and science as required for each state under Section 1111(b)(3). Student performance. Data tables in the report summarize the percentage of all students scoring at or above proficient on assessments administered in the 2012–13 school year in reading/language arts, mathematics, and science. Data are also disaggregated by major racial/ethnic groups, economically disadvantaged students, students with disabilities, LEP students, migrant students, and gender. English language acquisition. Information is provided on the acquisition of ELP and academic content proficiency by LEP students. Accountability. The report includes data on the number of Title I schools identified for improvement, corrective action, or restructuring under ESEA Section 1116(b) for the 2013–14 school year. It also contains counts of priority and focus schools for states that are approved to implement ESEA flexibility. Public school choice and supplemental educational services. Data tables summarize the percentage of students in Title I schools who participated in public school choice and supplemental educational services under ESEA Sections 1116(b) and 1116(e) during school years 2008–09 through 2012–13. Starting in the 2012–13 school year, only some states reported these data since the requirements were waived for many states approved to implement ESEA flexibility. Highly qualified teachers. Information is provided on the percentage of public elementary and secondary school core academic classes taught by highly qualified teachers in each state during school year 2012–13. There are a number of other U.S. Department of Education reports and studies that offer additional information on elementary and secondary education, such as: The Condition of Education State and Local Implementation of the No Child Left Behind Act The Biennial Evaluation Report to Congress on the Implementation of the Title III State Formula Grant Program Migrant Education Program Annual Report: Eligibility, Participation, Services and Achievement SY 12-13 EHCY National Data Summary
esea12-13annualrept.docx