Based on findings from two federally funded studies, an interim report from the Department's Policy and Program Studies Services (PPSS) describes the progress that states, school districts, and schools have made implementing the teacher and paraprofessional qualification provisions of the No Child Left Behind Act through the 2004-05 school year. Generally, the studies found:
- Most teachers meet their states' requirements to be considered highly qualified under NCLB. Yet, state policies regarding highly qualified teachers varied significantly, both in the passing scores that new teachers must meet to demonstrate content knowledge on assessments and in the extent to which High Objective Uniform State Standard of Evaluation (HOUSSE) policies give existing teachers credit for years of prior teaching experience.
- The percentage of teachers who are not highly qualified under NCLB was higher for middle school teachers (9%), teachers of limited English proficient (LEP) students (6%), and special education teachers (15%), as well as teachers in high-minority and high-poverty schools. Even among teachers who were considered highly qualified, teachers in high-poverty schools had less experience and were less likely to have a degree in the subject they taught.
- About two-thirds of instructional paraprofessionals were considered qualified under NCLB, but nearly one-third (28%) did not know their status or did not provide any response to the study question.
FOR MORE INFORMATION, PLEASE GO TO http://www.ed.gov/rschstat/eval/teaching/nclb/.
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