Overview
Former President George W. Bush signed the No Child Left Behind Act of 2001 (NCLB) into law in January of 2002. NCLB was not a new concept, it actually amended or “revised” Title I of the Elementary and Secondary Education Act (ESEA), which requires school accountability (especially for disadvantaged students). The new 2002 provisions for assessment and accountability were designed to focus increased levels of attention on under-performing groups of students, including students with disabilities. The NCLB law is considered historic because it holds schools accountable for how well they teach students with disabilities the curriculum, not just the skills on the Individualized Education Program (IEP).
As with any important laws, ESEA will always be in the process of being amended through the reauthorization (revision) process. Throughout its history, NDSS has engaged with all levels of government to influence ESEA and other education laws to improve educational opportunities for students with Down syndrome and other intellectual disabilities. NDSS has testified before Congress, and met with former President Bush, past and current secretaries of education, senior Administration officials and members of Congress and their staff to protect accountability and promote educational improvements for students with disabilities.
NDSS has also provided ongoing recommendations for the national NCLB commission and participated in the development of a report regarding the measurement of individual student growth under NCLB/ESEA for all students, including students with Down syndrome. Recent achievements include a Congressional briefing and many high level Administration as well as participation in a meeting with U.S. Secretary of Education Arne Duncan, three assistant secretaries and their deputes to provide input on the reauthorization.
Elementary & Secondary Education Act (ESEA) Federal Initiatives
Research has revealed that many students in special education who take an alternate assessment (AA-AAS) do not have access to the general curriculum and are frequently mis-assessed. Ten percent of students in special education take AA-AAS and many of them have an intellectual disability, like Down syndrome. NDSS continues to elevate concerns with this regard and identify legislative vehicles that will improve access to the general curriculum for students with Down syndrome to ensure students are not mis-assessed.
NDSS Resources
External Resources