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Calls to Action - Overarching Strategies for High School Reform
Frameworks for High School Improvement | NCLB and High Schools | Comprehensive School Reform | Breaking Ranks | Charter Schools
The No Child Left Behind Act of 2001 (NCLB) is the landmark national education reform legislation designed to improve student achievement in America’s schools, including the country’s high schools. Under the law, high schools are required to:
- Establish annual achievement objectives for all high schools;
- Measure the progress of all students;
- Hold high schools accountable for the graduation rates; and
- Give parents and community leaders the information they need to hold high schools accountable and support improvement.
NCLB and High Schools
This policy brief outlines how NCLB relates to high schools.
To learn more about NCLB and high schools, read the No Child Left Behind: Transforming America's High Schools Issue Paper produced by The High School Leadership Summit.
High Quality Teacher Provisions for High Schools
State Requirements: NCLB requires states to 1) measure the extent to which all students have highly qualified teachers, particularly minority and disadvantaged students; 2) adopt goals and plans to ensure all teachers are highly qualified; and 3) publicly report plans and progress in meeting teacher quality goals.
Under the Highly Qualified Teacher provisions, NCLB mandates that new, experienced, and specialized teachers must follow certain requirements.
New High School Teachers
All newly hired high school teachers must demonstrate their subject competency by taking state-developed tests in each subject they teach or by meeting college requirements (i.e., major or equivalent coursework, advanced certification/credentialing, or graduate degree).
Experienced High School Teachers
Just like new teachers, high school teachers with experience must hold a bachelor’s degree and have full state certification, but the method by which they demonstrate subject competency can vary. Experienced teachers can meet the same mandates as new teachers for this last requirement (subject matter tests) or they can opt to go through a state-developed High, Objective, Uniform State Standard of Evaluation (HOUSSE). HOUSSE is different for every state; in general, current teachers can prove they are highly qualified through a combination of proven teaching experience, professional development, and knowledge in the subject attained over time by working in the field.
Special Education Teachers and Teachers of English Language Learners
Special education teachers and teachers of English language learners must be highly qualified if they teach core academic subjects to their students. Charter school teachers must meet all three of NCLB's Highly Qualified Teacher requirements in order to be highly qualified, unless state charter school laws hold that certification is not required for charter school teachers.
