|NCLB - Title I Low Income
The No Child Left Behind (NCLB) Act was signed into law on January 8, 2002. Since then, ISBE has aligned federal and state initiatives to support of higher student achievement, stronger public schools and a better-prepared teacher workforce.
NCLB has affected every school and district in Illinois and there have been some challenges along with vast improvements in student achievement.
Illinois continues to supports the act's overall purpose - to ensure that children in every classroom enjoy the benefits of well-prepared teachers, research-based curriculum and safe learning environments.
In anticipation of the reauthorization of NCLB, these pages have been streamlined to make way for new information. The "Issue" links still provide educators, administrators, parents, and the community with NLCB resources and will be updated on a regular basis.
|Title II - Teacher Quality
The purpose of the program is to increase academic achievement by improving teacher and principal quality. This program is carried out by: increasing the number of highly qualified teachers in classrooms; increasing the number of highly qualified principals and assistant principals in schools; and increasing the effectiveness of teachers and principals by holding LEAs and schools accountable for improvements in student academic achievement.
State-level activities include but are not limited to: (1) recruiting and retaining highly qualified teachers and principals; (2) increasing the number of highly qualified teachers in classrooms; and (3) reforming teacher and principal certification programs. They must be based on a needs assessment, and, among other things, be aligned with state academic content standards, student academic achievement standards, and state assessments (for formula grants). The SAHE works in conjunction with the SEA to make competitive subgrants to partnerships of IHEs, high-need LEAs, and other entities (for competitive grants) through specific activities that focus on professional development for teachers, highly qualified paraprofessionals, and, if appropriate, principals.
In exchange for receiving funds, agencies are held accountable to the public for improvements in academic achievement. Title II, Part A provides these agencies the flexibility to use these funds creatively to address challenges to teacher quality, whether they concern teacher preparation and qualifications of new teachers, recruitment and hiring, induction, professional development, teacher retention, or the need for more capable principals and assistant principals to serve as effective school leaders.