No Child Left Behind and Federal Programs

Federal programs are specific programs that address specific issues. The federal government provides funding under these programs according to the number of children in the system that meet the criteria for the specific area. It is often called "targeted assistance". The following are the areas under which Hoover City Schools expect to receive funding for in 2006. Download the Community Guide to the Budget to view specific revenue amounts for each area.

Title I, Part A - official site - Improving Basic Programs Operated by Local Educational Agencies

Title II - official site - Preparing, Recruiting and Training High Quality Teachers and Principals

Title III - official site - Language Instruction for Limited English Proficient and Immigrant Students

Title IV, Part A - official site - description of program -Safe and Drug Free Schools and Communities

Title V - official site - Promoting Informed Parental Choice and Innovative Programs

Special Education - Office of Special Education Programs official site -

No Child Left Behind (NCLB)

Regardless of whether you love or hate the No Child Left Behind Act of 2001, one thing is for certain: change is in the air. Even as the Act comes up for reauthorization in 2007, discussions on the local as well as the national level debate its efficacy.

This page will contain links to information that we hope will be helpful for you to better understand what NCLB means for your family and for our Hoover City Schools District.

No Child Left Behind is up for Reauthorization in 2007. Dr. Steve Constantino, Director of Family Friendly Schools provide these suggestions on how to voice your opinion.

How to Fix No Child Left Behind - posted 06/03/07

This Special Report from Time magazine, includes some interesting data and comments on the revolutionary education law first enacted in 2001.

The United States government's website page on the Reauthorization of No Child Left Behind (NCLB) contains information regarding the possible changes being considered.

The National Education Association's position on the Reauthorization of No Child Left Behind contains their recommendations for improving NCLB.

The National Coalition for Parent Involvement in Education (NCPIE) recommends changes to NCLB as well.

Summary of No Child Left Behind from the Aspen Institute's Commission on No Child Left Behind - posted 04/22/07

Glossary of No Child Left Behind Terms from the Aspen Institute's Commission on No Child Left Behind - - posted 04/22/07

Public Education Network's The Public Speaks Out on No Child Left Behind - posted 12/31/06. Published in February 2006, this document presents results of public hearings conducted by the Public Education Network to determine what the public, rather than educators and administrators, believes should be changed, if anything, about NCLB. Much is said about the lack of implementation of the parental involvement provisions delineated in NCLB.

An excerpt: "Enforced Parent Involvement Provisions

Parents want NCLB’s existing parent involvement provisions to be implemented, specifically the “parents’ right to know” provisions at state, district, and school levels such as parent compact, parent policies, and parental notifications. Orientation and training is needed so that parents can participate in more meaningful ways, and training for school and district officials is needed so they can more effectively engage parents. A complaint procedure mechanism should be added for parents who contend that their school district is not complying with the law’s requirements."

[Hoover City Schools have a Parental Involvement Policy for the sole Title I school, Rocky Ridge Elementary. The Alabama State Department of Education, in April 2003, recommended that all school districts develop meaningful Parental Involvement Policies for their entire Districts, recognizing that broad parental and family engagement were crucial to a school system's success. Three years after the Resolution, work began last spring on a Parental Involvement Policy for the entire Hoover City School District, but was halted without explanation in May 2006. The HSCIN hopes that the District will recognize the need to develop a formal Policy to encourage educators and families to form long-lasting, meaningful partnerships to ensure academic success for our community's children.]

Highly Qualified Teachers

One of the requirements of the NCLB act is that all core classes are taught by "highly qualified" teachers. One of the goals of NCLB is to increase student achievement through elevating the quality of teachers, principals, and staff through recruitment, hiring and retention strategies. States must define a "highly qualified" teacher and devise a plan to ensure that all teachers teaching core academic subjects are "highly qualified" by the end of the 2005-2006 school year.

In October, 2005, the Secretary of Education, Margaret Spellings, communicated to State Superintendents that extending that deadline one additional year was possible if the State could show that it was working hard to meet the highly qualified teacher requirements. Alabama met that standard and teachers now have one additional year to meet the highly qualified standard.

Here's how teachers could be considered "highly qualified" according to federal provisions:

New Teachers	Elementary	Requirements: Bachelor's Degree Demonstrate knowledge in subjects and in teaching by passing a rigorous test
New Teachers	Secondary	Requirements: Bachelor's Degree Demonstrate knowledge in subjects and in teaching by passing a rigorous test or holding a subject-specific degree, an advanced subject degree or advanced certification
Not-new Teachers	Elementary	Requirements: Bachelor's Degree Demonstrate subject knowledge on a rigorous test or completion of a high objective uniform state standard evaluation (HOUSSE)
Not-new Teachers	Secondary	Requirements: Bachelor's Degree Demonstrate subject knowledge on a rigorous test or completion of a high objective uniform state standard evaluation (HOUSSE)

Source: No Child Left Behind Act of 2001, Alabama Education Policy Primer, A+ Foundation.

Alabama's Highly Qualified Teacher Provisions

The Alabama State Department of Education has expanded on these definitions.

New Teachers	Elementary	Holds a teaching certificate, teaching the grade level appropriate for the certification and one of the following: Passed appropriate state subject matter test and/or has earned at least 12 semester hours of credit in each of four core disciplines Holds an advanced certificate in Early Childhood Education, Elementary Education, or an area of Special Education that includes elementary grades Has 5 years of full-time teaching in the discipline and holds a valid National Board for Professional Teaching Standards Certificate in the specific discipline or in a broad category.
New Teachers	Secondary	Holds a teaching certificate, teaching the grade level appropriate for the certification and one of the following: Passed appropriate state academic subject test in each of the academic subjects taught and/or holds an academic major and is teaching in the areas of English or science Has undergraduate academic major in each subject taught or has a graduate degree in each of the subjects she/he teaches. Completed coursework equivalent to an undergraduate academic major (32 semester hours in the academic area with at least 19 upper division hours) in every subject she/he teachers Holds a Class A or Class AA Professional Educator Certificate endorsed in every subject she/he teaches Has 5 years of full-time teaching in the discipline and holds a valid National Board for Professional Teaching Standards Certificate in the specific discipline or in a broad category appropriate to the specific discipline.
Not-new Teachers (teachers with more than 2 years of Elementary experience)	Elementary	Holds a teaching certificate and one of the following: Passed appropriate state subject matter test Earned at least 12 semester hours of credit in each of four disciplines: English language arts including reading and writing, mathematics, science, and social studies Holds an advanced certificate in an area closely related to elementary education and has ten or more years of full-time teaching in the discipline and holds a valid National Board for Professional Teaching Standards Certificate in the specific discipline or in a broad category appropriate to the specific discipline Satisfied requirements of Alabama's "high objective uniform state standard of evaluation" (HOUSSE). After August 8, 2006, the HOUSSE test can no longer be used by "not-new teachers" (teachers with more than 2 years of elementary experience). The PRAXIS II must be utilized instead.
Not-new Teachers	Secondary	Holds a teaching certificate and has one of the following: Passed an appropriate state academic subject test or holds a certificate with appropriate coursework in English, science or social science Completed an undergraduate academic major in each subject taught or earned a graduate degree in each of the subjects she/he teaches or advanced certification in each subject taught Has completed coursework equivalent to an undergraduate academic major (32 semester hours in the academic area with at least 19 upper division hours) in every subject she/he teaches Holds a Class A or Class AA certification in an area closely related to the subject(s) she/he teaches and has ten or more years of full-time teaching experience in the subject(s) the teacher teaches Has 5 years of full-time teaching in the discipline and holds a valid National Board for Professional Teaching Standards Certificate in the specific discipline or in a broad category appropriate to the specific discipline Has satisfied requirements of Alabama's "high objective uniform state standard of evaluation".

Source: No Child Left Behind Act of 2001, Alabama Education Policy Primer, A+ Foundation.

Hoover City Schools' Highly Qualified Teachers

The document from the Alabama State Department of Education outlines which classes are not being taught by "highly qualified" teachers and how many teachers at each of Hoover's schools are not considered "highly qualified". The document is 727 pages long, and only pages 351-369 outlining Hoover's numbers are included in this abbreviated version.

The full 727-page document may be viewed by clicking here.

U.S. Department of Education information on Highly Qualified Teacher requirements.

Links and Further Reading

The No Child Left Behind Act of 2001. The legislative document from the United States Department of Education.

No Child Left Behind, A Parent's Guide. Produced by the United States Department of Education.

What the No Child Left Behind Law Means for Your Child. From Greatschools.net. Updated September 2006.

Parents for Public Schools, No Child Left Behind: New Expectations, New Options, New Opportunities to be Involved, Spring 2003. This document contains many other great links to helpful documents on page 4.

Improving Your Schools: A Parent and Community Guide to No Child Left Behind. From The Education Trust.

An Action Guide for Community and Parent Leaders, Using NCLB to Improve Student Achievement. From the Public Education Network.

The Education Trust, Fact Sheets on No Child Left Behind. Easy-to-read format.

The Education Trust, More Resources on No Child Left Behind. This link takes you to more online resources to better understand the Act.

Parental Involvement Requirements Under No Child Left Behind. The legislative document. Explains the requirements for parental involvement for schools receiving Title I funding. In 2006, only Rocky Ridge Elementary receives Title I funding.

This website is not affiliated with Hoover City Schools or the Hoover City Board of Education. HSCIN is solely responsible for its content. Links to outside sources of information are not endorsed by the HSCIN, rather are included for informational purposes only.