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AmericanswithDisabilitiesact Title 1- The purpose and intent of this title are to ensure that all children have a fair and equal opportunity to obtain a high-quality education.

Title 2- The purpose of this part is to provide grants to States and local educational agencies in order to assist their efforts to increase student academic achievement through such strategies as improving teacher quality and increasing the number of highly qualified teachers in the classroom.

Title 3- Purpose--(1) to help ensure that children who are limited English proficient, including recent immigrant children, attain English proficiency, develop high levels of academic attainment in English, and meet the same challenging State content standards and challenging State student achievement standards expected of all children;

(2) to develop high-quality programs designed to assist local educational agencies in teaching limited English proficient children;

(3) to assist local educational agencies to develop and enhance their capacity to provide high-quality instructional programs designed to prepare limited English proficient students, including recent immigrant students, to enter all-English instructional settings within 3 years; and

(4) to provide State educational agencies and local educational agencies with the flexibility to implement instructional programs, tied to scientifically based research, that the agencies believe to be the most effective for teaching English.

Title 4- Purpose--(1) to provide funding to enable States and local educational agencies to implement promising educational reform programs and school improvement initiatives based on scientifically based research;

(2) to provide a continuing source of innovation and educational improvement, including support for library services and instructional and media materials; and

(3) to meet the educational needs of all students, including at-risk youth.

(Above info from Thomas.gov)

__Appropriations For Title I And Title VI, No Child Left Behind Act Of 2001__:

__Public Knowledge Of No Child Left Behind Act__:

__Ratings Of No Child Left Behind__:

Dropout rates are about the same for males and females, but the rates are not the same for students from different ethnic groups or different income levels. In general, rates are higher for minority students and students from disadvantaged backgrounds. The 1993 status dropout rate was:

7.9 percent for white students, compared to 13.6 percent for black students and 27.5 percent for Hispanic students; and

2.7 percent for students with a high family income level, compared to 23.9 percent for students with a low family income level.
(http://www.ed.gov/pubs/OR/ConsumerGuides/dropout.html).

http://www.ed.gov/parents/academic/involve/nclbguide/parentsguide.pdf

Stage 4

http://www.nea.org/esea/storiesfromthefield.html

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