Policy issues: Student Performance and Congressional Support

Abstract

In the first issue of this journal, I wrote about policy issues with which all stakeholders associated with at-risk children and youth should be involved (Carroll, 1996). Continuing in the policy arena, I now speak to student results. The Title I program serves more than 5 million children with a $7 billion appropriation, and school districts need only report to the state the achievement of Title I participants who are tested as part of the annual state assessment program at three grade groupings--Grades 3 to 5, 6 to 8, and 10 to 12. Districts and states are no longer required to conduct pretest and posttest assessments that show the normal curve equivalent growth of children. Instead, adequate yearly progress toward meeting the states' definitions of advanced, proficient, and partially proficient student performance measures is the new yardstick of accountability and program success. These definitions apply no later than the year 2000-2001, when the states must have their student assessments aligned with their content and student performance standards. Even though the new Title I regulations ease up on frequency and coverage of assessment, Title I schools and programs should not. Schools must assess the performance of all their students and show results if we are to garner continued financial and program support from members of Congress and out constituencies at the state and local levels.