Perry Elementary School NCLB

The No Child Left Behind Act (NCLBA) of 2001 requires all school administrative units that receive federal funding to provide their communities with information about student assessment data, teacher quality, and whether our schools are making adequate yearly progress on an annual basis. That same information is to be made available for each school within the school administrative unit.

Student assessment scores - The goals of the No Child Left Behind Act are to have every student be proficient in reading and mathematics by 2014. In Maine, proficiency is determined by how well students are achieving the state standards known as the Learning Results. Proficiency is determined by student assessment scores on the Maine Educational Assessment (MEA) which is given in March in grades 3 through 8 and in May at grade 11. In October of 2009, Maine replaced the MEA with the New England Common Assessment Program (NECAP). The Maine High School Assessment (MHSA) is an enhanced SAT.

As you read through the student assessment scores please note that a hyphen indicates either no data were received or the group is too small to report.

Adequate Yearly Progress (AYP) data - Each year, schools and school units are required to have more and more students become proficient in reading and math. If school units and the schools within each unit meet annual achievement targets set by the State, they have met Adequate Yearly Progress (AYP). If school units and the schools within each unit do not make AYP, different consequences follow depending on whether AYP has not been met for one, two, three, or more years. Over the next six years, the performance targets set by the State increase until 100% is reached. AYP data is shared at the school department level (elementary, middle, and high school) and for each building housing students in grades 3 through 8 and grade 11.

Highly Qualified Teacher data - For every public elementary and secondary school teacher in a district, the district must provide for the district as a whole and for each school within the district, (1) information about professional qualifications, (2) the percentage of teachers with emergency or provisional credentials, and (3) the percentage of classes taught by highly qualified teachers. The requirement that teachers be highly qualified applies to public elementary and secondary school teachers who teach a core academic subject.