By the numbers on year 3 of NCLB: a data bank on education trends for district leaders.

Student
Achievement

Percentage of districts that report student
achievement on the state assessment
used for NCLB is:

Improving   72%
The same    22%
Declining    6%

Note: Table made from pie chart.

IMPROVEMENT STRATEGIES

Number of states using a variety
of strategies "to a great extent"
to raise student achievement
in schools identified for improvement:

Special grants to districts
  to support school improvement
  efforts                                 24
Matching curriculum and
  instruction with standards
  and/or assessments                      22
School support teams                      22
Providing before- or
  after-school, weekend
  or summer programs                      13
Distinguished teachers                     8
Mentor or coach for the principal          7
Educational or management consultant       4

ACHIEVEMENT GAP

Percentage of districts reporting achievement
gaps between different student groups that have
changed over the last year:

                    NARROWING   STAYING THE SAME   WIDENING
White vs.
black students         18%            12%
White vs.
Asian students          5%            11%             1%
White vs.
Hispanic students      17%            15%             5%
Students with
disabilities vs.
students without       25%            40%            14%
Low-income
students vs.
non low-income         32%            36%             7%

Reduced Time

Percentage of districts that have cut instructional time in subject
areas to make more time for reading/language arts and/or math:

                                   REDUCED      REDUCED TO
                      REDUCED      MINIMALLY     A GREAT     DON'T
                     NOT AT All   OR SOMEWHAT     EXTENT     KNOW

Social Studies          46%           43%           7%         4%
Science                 53%           39%           4%         3%
Art and Music           54%           34%           9%         3%
Physical Education      71%           25%           2%         2%
Other subjects          51%           26%           9%        14%

Insufficient Funds

Number of states reporting that their NCLB
funds have not been sufficient to carry out
various NCLB requirements:

Providing technical assistance
to schools in need of improvement           32
Providing high-quality professional
development for teachers                    23
Developing state assessments                18
Ensuring teachers who teach core
academic subjects meet requirements
for being highly qualified                  18
Developing and maintaining a
list of supplemental service providers       6

AYP
percentage of districts with one or more
schools that did not make adequate yearly
progress for the first time in 2003-04:

Urban      50%
Suburban   31%
Rural      16%

Note: Table made from pie chart.

100% Highly Qualified

6 districts with an estimated 100 percent of teachers who are highly qualified (Center on Education Policy case study districts):

1. Avon Public School District, Massachusetts

2. Heartland Community Schools, Nebraska

3. Hermitage School District, Missouri

4. Romulus Central School District, New York

5. Sheboygan Area School District, Wisconsin

6. Willow Run Community Schools, Michigan

Source: Year 3 of the No Child Left Behind Act, Center on Education Policy, 2005, www.ctredpol.org