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Section 1111, Part A, of Title I requires each state to demonstrate that it has adopted challenging academic content standards and student academic achievement standards for all public elementary school and secondary school children. The content standards must be in areas of mathematics, reading or language arts by 2005-2006 and in science beginning on the 2007-2008 school years.
Consistent with NCLB, New York State implemented a single statewide accountability system based on required standards and assessments and other indicators to ensure that all public elementary and secondary schools make adequate yearly progress. A school not making adequate yearly progress for two consecutive years is designated a school in need of improvement. In New York State, this means that the school does not meet state performance standards on the elementary, intermediate and commencement levels in English Language Arts and mathematics assessments. Performance standards apply to the school as a whole, as well as each identified subgroup (see below) within the school.

Beginning in 2005-2006, New York State was required to administer annual mathematics and reading or language arts assessments in grades three through eight. Beginning in the 2007-2008 school years, New York State must measure the proficiency of all students in science at least one time during: grades 3 through 5, grades 6 through 9, and grades 10 through 12.

These assessments must be aligned with the state's academic standards and must be valid and viable; must yield individual student scores; and "itemized score analyses" that allow educators and parents to use them for diagnostic purposes. All students must meet the "proficient" level on these assessments by the end of the 2013-14 school year.

Assessment results must be disaggregated within each state, school district and school by gender, each racial and ethnic group, by English proficiency status, by migrant status, by disability and by economically disadvantaged students. Disaggregation is not required if the number of students in a category is insufficient to yield statistically reliable information or the results would yield personally identifiable information about an individual student. New York State has established a subgroup size of students for purposes of disaggregating assessment results.

Federal funding is specifically authorized for developing and administering the state assessment requirements. However, states may suspend the administration, but not development of the newly required tests, for one year for each year that the appropriated funds do not reach the set levels.

This fact sheet reflects the lastest available information and may be subject to change.

Download: Complete Bulletin. PDF file.