Mapping NCLB waviers

If you’ve been following the No Child Left Behind waiver developments closely, you’ll want to bookmark the interactive map on the Center on Education Policy’s website. Since the federal government has offered waivers for some of the provisions of NCLB, the Center on Education Policy has been tracking which states have applied for waivers, which want to and which ones have been granted. The Center is updating its information regularly.

The status of the waivers changes almost daily as states express interest, formally submit requests, and receive responses from the U.S. Department of Education. The Department itself has also made frequent updates to its plan to grant waivers, and more specifics about the process are expected to be released in September. In this changing environment, CEP researchers will do our best to keep you updated on each state’s status.

The Center also has a list of resources for closer reading of the situation, including information from federal sources, national associations and links to news reports. The website specifically mentions Utah’s situation:

Utah never formally applied for a waiver, but received permission from the Education Department to use computer-adaptive growth model tests in 12 districts in place of the normal state exams used for accountability determinations.

The waiver map changes daily, so be sure to check the Center on Education Policy’s website for the most recent information. Here’s how the map looked on August 16:

States' NCLB Wavier Status Map_Center on Education Policy

Source, Center on Education Policy

Utah State Superintendent of Public Instruction Larry Shumway was recently quoted in a New York Times piece on the NCLB waivers.

“Pretty soon all the schools will be failing in America, and at that point the law becomes meaningless,” said Larry K. Shumway, superintendent of public instruction in Utah. “States are going to sit and watch federal accountability implode. We’re seeing the end of an era.”

Under No Child Left Behind, all American public school students are required to be proficient in English and math by 2014. This spring, U.S. Education Secretary Arne Duncan called on Congress to revamp the law to focus on student growth instead of proficiency. Without this change, he claimed 80,000 of the nation’s 100,000 public schools would be deemed “failing schools” and face sanctions. With no action from Congress, Duncan announced earlier this month he would use his executive authority to offer waivers to states.

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