Toward a More Effective Definition of Adequate Yearly Progress

Abstract

main educational component of President Johnson’s “Great Society ” program. The central aim of ESEA is to provide aid to schools for the education of economically disadvantaged children. It is the principal federal law affecting elementary and secondary education throughout the country (Hess & Petrilli, 2006, p. 9). During the first three decades the focus of ESEA was on the distribution of funds and on educational inputs. That began to change with the 1994 reauthorization of ESEA by the Improving America’s Schools Act (IASA) of 1994 when a shift started to take place to give greater attention to student achievement outcomes. Under IASA, however, the shift in focus from inputs to outcomes did not have real teeth. IASA held schools accountable for student achievement, but the penalties for schools that fell short of expectations were less severe than they are under the most recent reauthorization of ESEA, the No Child Left Behind (NCLB) Act of 2001. NCLB not only strengthened the focus on student achievement, but added the teeth by strengthening the consequences for school failure and by holding schools and school districts

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