Understanding the No Child Left Behind Act

Mathematics & Science

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Congress passed the No Child Left Behind (NCLB) Act as a reauthorization

of the Elementary and Secondary Education Act. Signed into law by President
Bush in anuary 2002, NCLB has brought many significant changes to schools
nationwide. This Quick Key was developed to help educators in schools and districts
understand the fundamentals of what NCLB means for their mathematics and
science curricula.
To improve instruction in mathematics and science, the NCLB education
reform plan proposes that three problems be addressed: too
many teachers teaching out-of-field; too few students taking
advanced coursework; and too few schools offering a
challenging curriculum and textbooks.
From www.whitehouse.gov/news/reports/no-child-left-behind.pdf
Copyright 2007, 2002 Learning Point Associates. All rights reserved.
This work was originally produced in whole or in part by Learning Point Associates with funds from the U.S. Department of
Education under contract number ED-01-CO-0011. The revision was completed in whole or in part by the Great Lakes East
Comprehensive Assistance Center with funds from the U.S. Department of Education under cooperative agreement number
S283B050012. The content does not necessarily reflect the position or policy of the Department of Education, nor does mention
or visual representation of trade names, commercial products, or organizations imply endorsement by the federal government.
Great Lakes East is one of the 16 regional comprehensive assistance centers funded by the U.S. Department of Education,
and its work is administered by Learning Point Associates.
The Quick Key series was a 2006 finalist for the Distinguished Achievement Award for Excellence in
Educational Publishing, presented by the Association of Educational Publishers.

Key NCLB Requirements for Mathematics and Science
Annual Student Testing
NCLB requires that states implement annual assessments in mathematics for Grades 38 and at
least once in Grades 1012. Beginning in the 200708 school year, annual tests in science must be
given at least once a year in each of three grade spans: Grades 35, 69, and 1012.
Assessments conducted by the National Assessment of Educational Progress (NAEP) have helped
educators examine their states standards and assessments in comparison with this independent
benchmark. While the cost of state participation in NAEP is covered by the federal government,
NAEP assessments are not substitutes for a states own assessments. To meet NCLB requirements,
NAEP conducts the following:

National and state assessments in mathematics at least once every two years in Grades 4 and 8.

A national assessment in mathematics in Grade 12 at least once every four years.

Optional assessments in additional subjects such as science in Grades 4, 8, and 12.
Challenging Academic Content Standards
Challenging content standards in academic subjects must do the following:

Specify what children are expected to know and be able to do

Contain coherent and rigorous content

Encourage the teaching of advanced skills (Title I, Part A, Subpart 1, Sec. 1111 [D]).
Each state must develop its own academic standards of achievement for what every student must
know in mathematics and science. Those standards include the same knowledge, skills, and levels of
achievement expected of all children (Title I, Part A, Subpart 1, Sec. 1111 [C]). States also had to
develop more rigorous mathematics and science curricula that are aligned with challenging State
and local academic content standards and with the standards expected for postsecondary study in
engineering, mathematics, and science (Title II, Part B, Sec. 2201 [a-4]).

State-Defined Proficiency Levels
Challenging student academic standards must include at least three levels of achievementbasic,
proficient, and advanced. NCLB specifies those levels as follows:

Advanced and proficient levels to determine how well children are mastering the material in the
State academic content standards.

A basic level to provide complete information about the progress of the lower-achieving children
toward mastering the proficient and advanced levels of achievement (Title I, Part A, Subpart 1,
Sec. 1111[D]).
NCLB established the goal of all students reaching proficiency in mathematics by the end of the
201314 school year. Individual states can set their own timelines within that time frame for
achieving this goal. No proficiency goals were outlined for science in the original law.
Adequate Yearly Progress (AYP)
The goal is proficiency in mathematics for all students by the end of the 201314 school year. To
achieve that goal, NCLB requires states to specify and set annual measurable objectives that must
rise in equal increments and measure student progress to ensure that all student subgroupsbased
on poverty, race and ethnicity, disability, and limited English proficiencyare reaching proficiency.
Although states must have both standards and assessments for science achievement, these results are
not considered part of AYP measures.
Teacher Quality
Under Part A of Title I of NCLB, states are required to ensure that 100 percent of all teachers
teaching core academic subjects (English language arts, mathematics, science, foreign languages,
civics and government, economics, arts, history, and geography) be highly qualifiedthat is,
demonstrate subject-matter expertise, hold state certification, and have a bachelors degreeby the
end of the 200607 school year. The original deadline of the end of the 200506 school year was
extended by Secretary of Education Margaret Spellings when it became clear that few states were
on target to reach this goal. Instead, states were required to submit a revised plan for how they were
going to meet this new deadline.
States may carry out programs that establish, expand, or improve alternative routes for State
certification of teachers of mathematics and science as well as develop merit-based performance
systems, and strategies that provide differential and bonus pay for teachers in high-need academic
subjects such as reading, mathematics, and science and teachers in high-poverty schools and
districts (Title II, Part A, Subpart 1, Section 2113, [c-12]).

Technological Literacy and Integration
In the effort to close the achievement gap among students, Part D of Title II aims to help every
student cross the digital divide by ensuring that every student is technologically literate by the time
the student finishes the eighth grade. In addition, it encourages effective technology integration into
curriculum development and instructional practices.
Key Questions

What are your states policies for testing students in Grades 38 in mathematics? Are they
inclusive of students who are economically disadvantaged, from major racial and ethnic groups,
or have disabilities or limited English proficiency?

How will student science achievement in your state be tested beginning in the 200708 school year?

How has your state defined the three levels of student academic achievement: basic, proficient,
and advanced? Who was involved in the process?

Has your state determined the criteria and rigor of what constitutes each academic achievement
level for bringing all students to proficiency in mathematics by the end of the 201314 school
year? How will you ensure that the criteria are applied?

How does your school define and comply with AYP requirements? What measures are used to
document and prove continuous and substantial improvement of mathematics and science
learning of all students as well as student subgroups?

What indicators are being used to evaluate mathematics and science teacher quality and subject-
matter competency? How are the indicator data being collected? How will the data be used to
inform practice and policy decisions?

Is your school or district offering substantive, research-based professional development to
mathematics and science teachers that is content-based, sustained over time, and intended to
improve student achievement?

What measures are in place to ensure that a more rigorous mathematics and science curriculum is
developed based on solid scientific research? Is the curriculum aligned with challenging academic
content standards? If not, how will this be accomplished?

What is your schools capacity in terms of effective technology integration into mathematics and
science curricula and instruction?

Mathematics and Science Partnerships
The overarching goal of Part B of Title II is to increase student achievement through increasing
teachers content knowledge and pedagogical skills, according to the Mathematics and Science
Partnership website. This partnerships program was specifically designed to focus on high-need
schools and districts.
The U.S. Department of Education and the National Science Foundation (NSF) are cooperating to
support Mathematics and Science Partnerships programs. A partnership includes at least a state
educational agency (if granted an award); an engineering, mathematics, or science department of an
institution of higher education; and a high-need local educational agency. The Partnerships should
focus on the following:

The improvement and upgrade of the status and stature of mathematics and science teaching.

Mathematics and science teacher education as a careerlong process.

Professional development for mathematics and science teachers.

Mathematics and science curricula development in alignment with challenging academic
content standards.

Teacher training, especially in the effective integration of technology.
Every partnership receiving Title II funds must engage in activities, such as creating opportunities
for professional development, promoting strong teaching skills, integrating reliable research- and
technology-based teaching methods, and developing a rigorous curriculum that is aligned with
challenging academic content standards. The success of partnerships will be determined based
on accountability measures, including improved student achievement and increased teacher
participation in content-based professional development. Additional measures may include
increased student enrollment in advanced mathematics and science courses, increased percentages
of elementary teachers with mathematics and science majors or minors, and increased numbers
of secondary courses taught by teachers with academic majors in mathematics and science.
Funding is available each year through NSF and the Department of Education partnerships
programs. Applying for Title II grants requires districts to conduct a comprehensive assessment of
the teacher quality and professional development needs of the schools and local and state education
agencies. The Department of Education awards grants to state education departments based on
student population and poverty rates. Each state is then responsible for allocating these funds
through a competitive grant process for a period of three years.

Key Questions

Is your school planning to establish a mathematics and science partnership? How do you plan
to carry out its related activities?

What institutions of higher education have programs in science, technology, engineering, and/or
mathematics that are available in your state to participate in this partnership? How do their areas
of strength match with the needs assessment of the district?

How will the funding for such a partnership ensure student achievement in mathematics
and science?

What accountability measures does your school have in place to ensure the success of the
mathematics and science partnership?

To what extent are mathematics and science teachers involved in the school improvement process?

Key NCLB Resources
No Child Left Behind: A Desktop Reference
www.ed.gov/admins/lead/account/nclbreference/reference.pdf
This 181-page guide, published by the U.S. Department of Education eight months after
the passage of NCLB, offers a program-by-program look at the required reforms.
No Child Left Behind Act
www.ed.gov/legislation/ESEA02/
The U.S. Department of Education provides links to all sections of the legislation authorizing
the No Child Left Behind Act.
No Child Left Behind Act: Title II, Part BMathematics and Science Partnerships
www.ed.gov/legislation/ESEA02/pg26.html
The three sections of NCLB on this website outline the purpose, definitions, grant requirements,
authorized activities, and accountability procedures for Mathematics and Science Partnerships.
No Child Left Behind Website
www.nochildleftbehind.gov/
http://www.ed.gov/nclb/landing.jhtml
This U.S. Department of Education website features links to NCLB policy documents,
pilot programs, and individual state data and contact information.

Key Resources From Learning Point Associates
Pathways Critical Issue Mathematics Education in the Era of NCLBPrinciples
and Standards
www.ncrel.org/sdrs/areas/issues/content/cntareas/math/ma500.htm
This Critical Issue presents an overview of mathematics standards and assessments, focusing
on what approaches are necessary to further integrate Principles and Standards for School
Mathematics into classroom practice to improve mathematics instruction and meet the
accountability outlined by NCLB.
Pathways Critical Issue Science Education in the Era of NCLBHistory, Benchmarks,
and Standards
www.ncrel.org/sdrs/areas/issues/content/cntareas/science/sc600.htm
This Critical Issue provides an overview of how science standards have evolved to the current
state, how they are making a difference in science instruction and achievement, how the
professional field should be responding to the need for all students to reach academic
excellence, and what action steps are required to boost progress in science education.
Pathways Critical Issue Multiple Dimensions of Assessment that Support Student Progress
in Science and Mathematics
www.ncrel.org/sdrs/areas/issues/content/cntareas/science/sc700.htm
This Critical Issue explores multiple dimensions of assessment from an overall perspective
and also with specific references to science and mathematics.
Pathways Critical Issue Remembering the Child: On Equity and Inclusion in Mathematics
and Science Classrooms
www.ncrel.org/sdrs/areas/issues/content/cntareas/math/ma800.htm
This Critical Issue examines definitions of equity and major changes that are already in place
and that are still necessary to address equity in mathematics and science classrooms so that
every student reaches academic and professional success. It also addresses equity issues
regarding student groups singled out in NCLB.
Powerful Practices in Mathematics and Science: Research-Based Practices for Teaching
and Learning
www.learningpt.org/page.php?pageID=162
This packagecontaining two research-based CD-ROMs and a monographfeatures findings
of several years of in-class research conducted through the National Center for Improving
Student Learning and Achievement in Mathematics and Science.

Key Publications
Curriculum Focal Points for Prekindergarten Through Grade 8 Mathematics:
A Quest for Coherence
www.nctmmedia.org/cfp/full_document.pdf
This 2006 publication from the National Council of Teachers of Mathematics lists the most
important mathematical topics for each grade level.
How Students Learn: Mathematics in the Classroom
www.nap.edu/catalog.php?record_id=11101
This 2005 publication focuses on three principles of learning that were highlighted in the 1999
National Research Council report How People Learn: Brain, Mind, Experience, and School.
These principles are presented in a ready-to-use format for teachers to incorporate them in
their classroom instruction.
Lessons from a Decade of Mathematics and Science Reform: A Capstone Report
for the Local Systemic Change Through Teacher Enhancement Initiative
www.pdmathsci.net/reports/capstone.pdf
This 2006 publication from Horizon Research Inc. provides an overview of the impact the
National Science Foundations Local Systemic Change program has made on teachers,
classrooms, schools, and districts from a cross-site and longitudinal perspective. This decade-
old initiative has as its primary goal improving instruction in science, mathematics, and
technology through teacher professional development within schools or school districts.
Findings provide valuable insights into large-scale reform efforts.
National Science Education Standards
www.nap.edu/books/0309053269/html/index.html
This publication, released in 1996 by the National Research Council, presents a vision of a
scientifically literate population and describes what a student needs to know, understand, and
be able to do to become scientifically literate.
Principles and Standards for School Mathematics
www.nctm.org/standards
This book, published in 2000 by the National Council of Teachers of Mathematics, makes
recommendations on effective mathematics teaching and provides educators with the
guidelines on effective classroom practice.

Key Resources
American Association for the Advancement of Science (AAAS) Website
www.aaas.org
The AAAS website aims to increase public understanding of science and technology through
research-based materials. The four main program areas that fulfill the AAAS mission are
science and policy; international activities; education and human resources; and Project 2061,
a long-term initiative to increase literacy in science, mathematics, and technology.
Center on Instruction
www.centeroninstruction.org
As one of the five content centers serving as a resource for the 16 regional comprehensive
assistance centers, the Center on Instruction offers information on scientifically based research
focusing on K12 mathematics and science instruction.
Math and Science Partnership Network (MSPnet)
hub.mspnet.org/index.cfm
This website provides the Math and Science Partnership (MSP) community with a space
where projects can share resources, library articles, emerging research, tools, best practices,
and challenges. MSPnet provides each of the MSP projects with its own interactive website
to enable communication and the sharing of resources.
Mathematically Correct
www.mathematicallycorrect.com
This informal nationwide advocacy group works to restore high expectations and basic skills
in mathematics education.
Mathematics and Science Partnership (MSP) Program Website
www.ed-msp.net
The U.S. Department of Educations MSP program aims to improve mathematics and science
achievement among students. This website provides information about MSP legislation,
administrative guidance, resources, conferences, and other events, as well as summaries of
evaluation findings. The website also is used for MSP grantees to report annual program
implementation and impact reports to the U.S. Department of Education.
The National Academies
www.nas.edu
The National Academies, an umbrella title of four centers including the National Research
Council that published the National Science Education Standards, is dedicated to providing
the nation with the most current scientific and technological issues that affect policymaking.
National Assessment of Educational Progress NAEP and No Child Left Behind Website
nces.ed.gov/nationsreportcard/nclb.asp
This website provides educators with important aspects of NCLB relevant to NAEP, including
an assessment schedule, participation, design, and public access information.
National Board for Professional Teaching Standards (NBPTS)
www.nbpts.org/index.cfm
Built on the belief that strengthening teaching is the most important step in improving schools
and student learning, NBPTS offers educators resources on teacher quality and standards.
National Council of Teachers of Mathematics
www.nctm.org
This national organization of mathematics professionals provides publications and professional
development resources for mathematics teachers of elementary through higher education as
well as a wealth of research-backed clips and briefs on its website.
National Council on Teacher Quality (NCTQ)
www.nctq.org
NCTQ is a nonprofit organization that advocates for reforms on teacher policy at all levels of
government. NCTQ works to identify policies and practices that can lead to improved teacher
quality and increased student achievement.
National Science Digital Library (NSDL)
www.nsdl.org
Created by the National Science Foundation, NSDL provides a free online library for K16
education and research in science, technology, engineering, and mathematics.
National Science Teachers Association No Child Left Behind: Resources Website
www.nsta.org/nclb
This website contains links to resources to help science teachers understand NCLB.
National Staff Development Council Model Staff Development Programs Website
www.nsdc.org/library/modelprograms.cfm
This website features links to articles and information about high-quality staff development
programs and the stories behind the winners of the U.S. Department of Educations National
Awards for Model Professional Development. An essential part of the website is Standards for
Staff Development, revised in 2001.

Program for International Student Assessment (PISA) Website
nces.ed.gov/surveys/pisa/
This National Center for Education Statistics PISA website features information and data
about the international project to evaluate the reading, mathematics, and science literacy of
15-year-old students in the United States and participating countries.
Trends in International Mathematics and Science Study (TIMSS) Website
nces.ed.gov/timss/
This National Center for Education Statistics TIMSS website provides information and data
about trend data on students mathematics and science achievement from an international
perspective.
Triangle Coalition for Science and Technology Education
No Child Left Behind Resources Website
www.trianglecoalition.org/nclbres.htm
This website offers resources to help mathematics, science, and technology educators learn
about the key aspects of NCLB and how it will affect mathematics and science education.
What Works Clearinghouse Website
www.whatworks.ed.gov
This website contains Web-based databases that provide a compendium of high-quality
scientific research studies and reviews of scientific evidence of effectiveness for educational
policies, practices, products, and programs.
The Quick Key Series
Learning Point Associates developed the Quick Key series to assist educators, policymakers, and
other stakeholders in understanding and implementing the No Child Left Behind Act. The following
Quick Keys are available online at www.learningpt.org/QuickKeys/.
Quick Key 1
Understanding the No Child Left Behind Act: Reading
Quick Key 2
Understanding the No Child Left Behind Act: Opportunities for Schools in
Need of Improvement
Quick Key 3
Understanding the No Child Left Behind Act: Technology Integration
Quick Key 4
Understanding the No Child Left Behind Act: Mathematics and Science
Quick Key 5
Understanding the No Child Left Behind Act: English Proficiency
Quick Key 6
Understanding the No Child Left Behind Act: Teacher Quality
Quick Key 7
Understanding the No Child Left Behind Act: Scientifically Based Research
Quick Key 8 Action Guide
Implementing the No Child Left Behind Act: Teacher Quality Improves
Student Achievement
Quick Key 9 Action Guide
Implementing the No Child Left Behind Act: Strategies to Improve
High Schools
Quick Key 10 Action Guide
Implementing the No Child Left Behind Act: Using Student Engagement to
Improve Adolescent Literacy
www.learningpt.org/QuickKeys/
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