More Resources Secretary's Remarks Announcement of New Path for NCLB

U.S. Secretary of Education Margaret Spellings today highlighted the Department's new common-sense approach to working with states that focuses on results for students called, "Raising Achievement: A New Path for No Child Left Behind." She made the remarks to the National Association of Elementary School Principals at the group's annual convention in Baltimore.

"We have learned much over the last three years, and now we need to use this new information to improve the way we do our work," said Secretary Spellings. "Before No Child Left Behind, the performance of some student groups, like minority, low-income, and special-needs students, would often get buried beneath misleading averages. It became all too common to overlook these students and their academic struggles. No Child Left Behind forced us to confront this achievement gap and to take accountability for fixing it. Already we can see this law is making a difference. Across the country, test scores are rising and the achievement gap is closing."

Secretary Spellings recognized the "heavy lifting" that elementary school principals do every day to close the achievement gap and make No Child Left Behind a reality. One of her top priorities has been listening to those on the frontlines of education reform, she noted.

As part of "Raising Achievement: A New Path for No Child Left Behind," those states that follow the "bright line" principles of No Child Left Behind, show real results in closing the achievement gap, and meet proficiency targets can qualify for additional flexibility. Secretary Spellings noted that the only way to show progress is to keep assessing every student and breaking down the data by student groups every year.

"Without measurement, there can be no accountability for results," said Secretary Spellings. "And without accountability, children will fall behind and slip through the cracks."

A commitment to improving teacher quality, graduation rates and the number of children reading by the end of the third grade, and having strong plans in place to make sure every child is performing at grade level by 2014 will also be some of the many factors that will determine whether states qualify for new flexibility, as described by Spellings.

"If you can show that students are making progress toward this overarching goal or 'prime directive,' as I call it, we'll give you the necessary room to keep doing what works. It's the results that matter, not the bureaucratic way you get there," said Secretary Spellings.

One example of this new flexibility Secretary Spellings outlined is how students with disabilities are tested. No Child Left Behind already allows students with significant cognitive disabilities, which is about 1 percent of all students, to take alternate assessments. Under this new policy, students with persistent academic disabilities--approximately 2 percent of all students--will have the opportunity to take tests that are specifically geared toward their abilities, as long as states continue their commitment to improving special education instruction and assessment, notes Secretary Spellings.

"This new approach recognizes that not all children have the same needs," said Secretary Spellings. "New scientific research has shown that some students with persistent academic disabilities can make substantial progress toward grade-level achievement given the right instruction and assessments along with more time.... Of course, we must be careful to balance this new flexibility with safeguards to ensure that all of our students, including those with disabilities, receive the best education possible. That's why we'll continue to ensure these students count in accountability decisions."

With this new approach, the Department will direct $14 million in immediate support for students with persistent academic disabilities to assist principals and teachers in identifying and assessing these students. The Department's Institute of Education Sciences, along with other Department offices and the National Institutes of Child Health and Human Development, will provide technical assistance for this purpose.

In conclusion, Secretary Spellings noted that she and the Department will continue to listen and let research and results drive decisions to help principals and teachers provide the best instruction possible.

"We're open to new ideas, but we won't budge on the central premise of this law. And that's leaving no child behind. I know you all understand what's at stake. It's what keeps you at your desk late at night and gets you into the office at the crack of dawn. It's why you chose education as a calling in the first place. We have a special window of opportunity to set our children on the right path in life."

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