{ "id": "RL33032", "type": "CRS Report", "typeId": "REPORTS", "number": "RL33032", "active": false, "source": "EveryCRSReport.com, University of North Texas Libraries Government Documents Department", "versions": [ { "source": "EveryCRSReport.com", "id": 350464, "date": "2009-06-26", "retrieved": "2016-04-07T02:24:57.694494", "title": "Adequate Yearly Progress (AYP): Growth Models Under the No Child Left Behind Act", "summary": "A key concept embodied in the accountability provisions of the Elementary and Secondary Education Act (ESEA), as amended by the No Child Left Behind Act of 2001 (NCLB, P.L. 107-110), is that of adequate yearly progress (AYP). In order to be eligible for grants under ESEA Title I, Part A\u2014Education for Disadvantaged Pupils\u2014states must implement AYP policies applicable to all public schools and local educational agencies (LEAs), based primarily on the scores of pupils on state assessments. Schools or LEAs that fail to meet AYP standards for two or more consecutive years face a variety of consequences.\nThe primary model of AYP under the NCLB is a group status model. Such models set threshold levels of performance, expressed as a percentage of pupils scoring at a proficient or higher level on state assessments of reading and mathematics, that must be met by all pupils as a group, as well as pupils in designated demographic subgroups, in order for a public school or LEA to make AYP. Current law also includes a secondary model of AYP, a \u201csafe harbor\u201d provision, under which a school or LEA may make AYP if, among pupil groups who did not meet the primary AYP standard, the percentage of pupils who are not at the proficient or higher level declines by at least 10%.\nSubstantial interest has been expressed in the use of individual/cohort growth models to meet the AYP requirements of the NCLB. Such AYP models are not consistent with certain statutory provisions of the NCLB, as those were originally interpreted by the U.S. Department of Education (ED). However, under a pilot program, ED has approved applications from 15 states for waivers to use growth models to make AYP determinations, and regulations adopted in late 2008 allow an unlimited number of states to apply for this option. Many proponents of growth models of AYP see them as being more fair and accurate than the models generally employed to meet NCLB requirements, primarily because they recognize the fact that different schools and pupils have different starting points in their achievement levels, and recognize progress being made at all levels.\nGrowth models of AYP have the disadvantage of implicitly setting lower initial thresholds or expectations for some pupils. Although any growth model consistent with the NCLB would need to incorporate the act\u2019s ultimate goal of all pupils at a proficient or higher level of achievement by 2013-2014, such models used currently in state (non-NCLB) accountability plans do not include such goals and might allow disadvantaged schools and pupils to remain at relatively low levels of achievement for significant periods of time. Growth models of AYP may be quite complicated and may address the accountability purposes of the NCLB less directly and clearly than the currently statutory AYP models.\nThe authorization for ESEA programs expired at the end of FY2008, and the 111th Congress is expected to consider whether to amend and extend the ESEA. 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