CLE continues to focus on the largest elementary and secondary education program — Title I — as the a primary vehicle for broad-based school reform. Through our work we seek to mobilize parents, community advocates, and school personnel, to use federal Title I, and state and local law and policy to bring about broad-based school and district-level reform using varied strategies including, parent education and mobilization, developing federal, state, and local policies which support standards-based school reform, and school partnerships for program improvement, which seek to improve the core quality of curriculum and instruction.
Elementary and Secondary Education Act / Education Reform
This document was originally drafted as part of a longer CLE analysis of the original CARES Act and...
Extensive comments exploring positive proposed changes, major omissions, and in one case a major...
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CLE co-director Kathy Boundy testifies in response to question: Can the legal theory behind...
In partial comments on the US House of Rep., Committee on Education and Labor Staff Discussion Draft...
CLE’s comments to the US House of Rep., Committee on Education and Labor regarding the Staff...
Detailed analysis proposing a reconceptualization of the accountability framework under current law...
Stoneman’s testimony urging Reauthorization and Increased Funding for Parental Information and...
CLE’s responses to Questions regarding Proposed Regulations for Title I, including: Whether existing research supports setting the cap at 1% for students with the most significant cognitive abilities whose achievement can be measured against alternative standards? What implementation issues...
In response to an investigation by the US Department of Education’s Office for Civil Rights (“OCR”), Boston Public Schools (“BPS”) has agreed to recognize sickle cell disease (“SCD”) as a disability that interferes with a student’s education, and to implement policy changes to ensure that students...
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Comments in response to ED’s NPRM (08/23/13) to amend the regulations under Title I of the ESEA to eliminate authorization for states to develop alternate assessments based on state defined modified achievement standards (AA-MAS) to be administered to certain students with disabilities. Read the...
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Testimony on Proposed Regulations to No Child Left Behind RE: Failure to Require Use of Multiple Measures in Assessment and the Graduation Rate recommending the use of a cumulative graduation rate formula to include students who graduate in more than four years after being retained or dropping out...
In its comments to USED for proposed Title I regulations, CLE contends use of multiple measures for assessment is required by Title I and is necessary to ensure that inferences drawn from valid data regarding the assessed levels of proficiency of groups and individual students are valid and...
Comments supporting the importance of confidentiality requirements of IDEA within FERPA, concerns about eroding rights and protections of students, when prior consent is not required for disclosure of personally identifiable information, including to third party contractors and school volunteers...
CLE co-director Kathy Boundy underscores areas of concern that students, including those with disabilities and English language learners, are not being taught to high level standards; are not being assessed using multiple measures; and parent communities are not adequately involved in school...
CLE sets forth the bases for challenging USED’s proposed regulations authorizing assessment of students with disabilities based on modified achievement standards as drawing invalid inferences and discriminatory. Read the Response...
Letter from CLE joined by the National Council on Independent Living, Advocacy Institute, National Down Syndrome Congress, National Down Syndrome Society, and TASH in opposition to USED’s allowance of up to 2% of all students assessed based on modified achievement standards being counted as...
Comprehensive comments on proposed regulations under Title I of ESEA, as amended by No Child Left Behind Act (XX pp). Read the Comments...
Comments submitted by CLE joined by the Citizens’ Commission on Civil Rights and the National Council of La Raza on proposed Title I regulations on standards and assessments of students with disabilities, including concerns about use of norm-referenced testing and test validity with respect to...
Stoneman’s testimony urging Reauthorization and Increased Funding for Parental Information and Local Family Resource Centers under Title I of the ESEA. Read the Testimony...
Family Educational Rights & Privacy Act (FERPA)- Students Record Law
CLE’s comments regarding the Family Educational Rights and Privacy Act underscoring areas of...
Comments supporting the importance of confidentiality requirements of IDEA within FERPA, concerns...
Title I and ESSA
The 2015 reauthorization of ESSA and ESEA requires states to use certain school or student sucess measures in their accountability system. Many have chosen chronic absenteeism as their measure. However, students with certain diseases, such as Sickle...
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Read the Analysis and Comments...
Comprehensive outline of the mandatory components in Title I that describe how families, teachers, and administrators will knowledgeably and effectively participate in developing the school’s Title I school-wide program plan or program plan as...
Annotated outline of Title I of the ESEA pertaining to Local Educational Agency Plans (Sec. 1112), Schoolwide Programs (Sec. 1114), Targeted Assistance Schools (Sec. 1115), and Parent Involvement (Sec. 1118). Read the Outline...
An introduction to the key parent planning and participation provisions in Title I for holding schools accountable to families. Action steps and other recommendations are identified. Read the Guide...
An overview of important changes to Title I following its reauthorization in 1994. The document needs to be read with an updated 2002 overview, describing changes as a result of Title I reauthorization in 2001, as amended by the No Child Left Behind...
Brief description setting out the basic framework for making states, schools districts, and schools accountable under Title I of the Elementary and Secondary Education Act as reauthorized by the No Child Left Behind Act for ensuring that all students...
A description of educational program quality levers added to Title I as reauthorized in 1994, including an enriched and accelerated curriculum and effective instruction, high quality and professional staff, professional development, effective...
