he No Child Left Behind Act of 2001 (NCLB) is primari-
ly considered a K12 law. The Pathways to College Network (PCN), an alliance of 40 national organizations committed to improving postsecondary education access and success for underserved students, believes that it is important and worthwhile to consider NCLB in the context of P16 edu- cation, and more specifically, in relation to the Pathways to College Network Framework (the Pathways Framework). The PCN was founded with support from the U.S. Department of Education (U.S. ED) in order to get research-based knowledge about effective policies and practices into the hands of educa- tors; policy makers; and community, corporate, and philan- thropic leaders. The purpose of this paper is to help practition- ers and policymakers understand the connections between NCLB and the Pathways Framework and to demonstrate how the research-based strategies embedded in the Pathways Framework empower schools to meet NCLB requirements. In the following pages, we will describe how NCLB and the Pathways Framework can be partnered when developing and evaluating comprehensive programs for schools interested in preparing children not just for the next grade, but for the next steps in their educational careers. After describing NCLB, we will lay out the conditions under which the Pathways Framework can be most effective and how those conditions relate to NCLB. We conclude by summarizing how the Pathways Framework and NCLB are aligned. We have also attached a table with the components of the Pathways Framework and NCLB provisions pertaining to them as an appendix. Pathways to College Network (PCN) and Pacific Resources for Education and Learning (PREL) Prepared by the Educational Policy Institute* RESEARCH BRIEF PACIFIC RESOURCES FOR EDUCATION AND LEARNING 900 Fort Street Mall I Suite 1300 I Honolulu, Hawaii 96813 Building Capacity Through Education The Pathways to College Network Framework The Pathways Framework is a comprehensive approach for preparing all underserved students for college. It is based on a thorough synthesis of research evidence from hundreds of studies and PCN case study research on high schools success- fully preparing students for college. The core of the Pathways Framework is high expectations for all students. In this con- text, high expectations mean that school staff and parents must believe all students can be prepared for the postsecondary edu- cation of their choice. Surrounding high expectations are four sets of interactive strategies: data usage, academic support and rigor, social support, and P16 alignment. High expectations and strategies must exist within a context of inclusive leader- ship, collaborative partnerships, flexible resources, and profes- sional development (see Figure 1). This context is fundamental to the success of the Pathways Framework in promoting and achieving change in a school or district. On the following pages, we describe each of these components and how they are aligned with NCLB. Figure 1. Pathways to College Network Framework The No Child Left Behind Act of 2001 and the Pathways to College Network Framework: Mutually Supportive Visions and Complementary Goals June 2005 * The Educational Policy Institute, Inc. (EPI) is a nonprofit, nongovernmental organization dedicated to policy-based research on educational opportunity for all students. The EPI has offices in Washington, DC (Northern Virginia), Toronto, ON, and Melbourne, Australia. 1 2 NCLB and the Pathways to College Network Framework High Expectations The very purpose of NCLB is to ensure that all children have a fair, equal, and significant opportunity to obtain a high-qual- ity education and reach, at a minimum, proficiency on chal- lenging state academic achievement standards and state aca- demic assessments (U.S. Department of Education [U.S. ED], 2001). NCLB is based on the assumption that all children can meet challenging standards. NCLB places parents in the forefront of program planning, assessment, and accountability. Parents are to be a part of developing school improvement programs and made aware of individual and institutional progress toward goals. This allows parents to be held accountable. The law is so intent upon bringing parents into the process that it requires schools to make reports accessible to parents in whichever language they speak. NCLB also suggests that schools create literacy pro- grams, if needed, for better communication with parents. Without the capacity to communicate effectively with parents, schools cannot attempt to engage parents in the increasing expectations for students. Pathways Framework The Pathways Framework starts with schools, outreach pro- grams, and community organizations operating on the assump- tion that all students will prepare for postsecondary education. This shifts the emphasis toward an organizational responsibili- ty. At the core of the Pathways Framework is the expectation that schools and other partners will help students achieve their college-readiness goals. Creating an environment in which stu- dents are expected to achieve at high levels and where they are encouraged and supported in doing so is a critical means of preparing them for college attendance and the demands of the work world. Schools working within the guidelines of NCLB on parent engagement are in a better position to meet the same goal in the Pathways Framework. Pathways Strategies: Instill the expectation among school staff and faculty that postsecondary preparation is a goal for every stu- dent. In turn, students will work harder, internalize the expectations, and consequently work toward college enrollment as a personal goal. Address the cultural beliefs of school staff. Teachers need to recognize their own cultural beliefs and under- stand how those beliefs might affect their pedagogy and their interactions with students. Once aware of their biases, teachers will be able to change their prac- tices and more effectively meet the needs of their stu- dents. Work with families and postsecondary institutions to create high expectations and clear pathways to postsec- ondary education. Parental support and knowledge of the college bound process is crucial to helping students attain bachelors degrees. By working with both par- ents and postsecondary institutions, high schools can assure that parents have the information their children need to attend college. Using Data NCLB emphasizes the importance of using data to improve programs and meet student needs. This crucial set of strategies is echoed in the assessment requirements of Title I Improving the Academic Achievement of the Disadvantaged, and the accountability requirements of Title VI of NCLB, where the law specifies that the determination of adequate yearly progress must depend, in part, upon the achievement of students based on disaggregated data in the following cate- gories: socioeconomic status, race/ethnicity, student disability, and limited English proficiency (U.S. ED, 2001). Pathways Framework The Pathways Framework addresses the importance of using data to improve programs and meet student needs. The Pathways Framework proposes that using data on student progress in college readiness is crucial for schools and out- reach practitioners to make decisions regarding future growth, implementation, and changes in programs. Effective use of data will drive the changes in academic rigor and support, social support, and P16 alignment. By carefully charting such things as student course enroll- ment data and disaggregating it by race/ethnicity, first lan- guage, and socioeconomic status, schools and college outreach practitioners will have the information they need to determine whether they are providing all students with the tools needed to transition to postsecondary programs. Schools must look critically at the content of each class and each program. Additionally, schools and college outreach programs need to look at data regarding their practices and structures to deter- mine if they are providing sufficient intervention and support enabling all students to successfully complete academically rigorous work. The Pathways Framework is also concerned about collect- ing and using data on high school completion rates. In an attempt to meet diverse needs in schools, Title VPromoting Informed Parental Choice and Innovative Programs of NCLB, which focuses on innovative programs, allows schools to use funds for efforts to increase high school completion rates. Pathways Strategies: Track graduation and postsecondary enrollment rates. Track student completion of postsecondary programs. Assess the effectiveness of academic support programs regularly. Assess individual student success. Conduct needs-gap analysis. Academic Rigor and Support Rigorous content and advanced skills are essential for college preparation. Title I of NCLB explains that we are to under- stand challenging as, among other things, academic content standards in subjects that . . . contain coherent and rigorous content and . . . encourage the teaching of advanced skills (U.S. ED, 2001). 1 The Pathways Framework strategies for pro- moting academic rigor and support require that all students take an academically rigorous core curriculum, and support be given to those who find the curriculum too challenging. NCLB 1 Title I, Part A, Subpart 1, Section 1111(b) (1) (D). agrees that this is necessary and makes provision for supple- mental services in Title I. Title IV, Part B21st Century Learning Communities provides opportunities for communi- ties to establish or expand activities in community learning centers that . . . provide opportunities for academic enrichment, including providing tutorial services and offer families of students served by community learning centers opportunities for literacy and related educational development (U.S. ED, 2001). 2 NCLB also supports another Pathways Framework strategy by providing funding mechanisms for academic inter- ventions that include partnerships with community organiza- tions in Title V. Pathways Framework One of the most important components of college preparation is the provision of strong academic rigor and support. Research shows that students who take high-level courses, including advanced mathematics in high school, are more likely to enroll in and complete bachelors degree programs than those who do not. However, low-income, underrepresented minority, and first generation students are often unprepared for, and discour- aged from taking, such courses. Therefore, it is necessary for high schools to implement structures and activities providing consistent academic help to support students in taking and suc- cessfully completing academically rigorous work to ensure they are prepared for postsecondary education. Pathways Strategies: Require all students to take an academically rigorous core curriculum. Instill the expectation of college readiness in students as early as the middle grades to ensure that they begin to develop college and career aspirations, as well as to create an appropriate academic plan. Incorporate students cultural, linguistic, and historical knowledge into the curricula and activities of the school. Teach higher order skills to all students, as opposed to developing memorization skills. Develop personalized learning environments where teachers know their students well. Align curricula within the school. Teachers from each grade level, including postsecondary faculty, should work together to align the content and skills presented in each course to provide academic continuity from year to year within subject areas. Develop partnerships with centers of higher learning to provide timely academic interventions. Improve the school-community connection to bring rele- vance to students learning experiences, thus engaging students in school, while building ties to the community. Provide additional resources to students who are chal- lenged by academically rigorous work. Give school staff, including counselors, the time to help each student develop an academic program meet- ing their needs and adequately preparing them to meet their postsecondary goals. It is also important to note that NCLB acknowledges the importance of small learning environments required in the Pathways Framework strategies. One strategy under academic support and rigor is to develop personalized learning environ- ments where teachers know their students well. Another relat- ed strategy from social support (discussed next) is to provide structures that enable students to know each other well. Two of the innovative programs supported by Title V of NCLB are small class size initiatives in the early grades and small learn- ing communities in general. Social Support As stated earlier, parents are considered central to the account- ability provisions of NCLB, giving them a stake in the educa- tion of their children. The Pathways Framework strategies for social support require that schools develop strong ties to com- munity organizations and families to provide a supportive environment for children. Efforts to this end are supported by the Title I requirements for parent involvement, the community learning centers of Title IV, Part B, and also by the innovative program provisions of Title V, which allows schools to use NCLB funds to create collaborative programs with community organizations to help increase academic achievement. Pathways Framework A crucial aspect of preparing underserved students for college attendance is helping them develop strong social networks sup- portive of their academic and personal development. It is not enough to ensure the appropriate courses are available. The environment in which students are expected to take those courses must be conducive to persistence and success. Pathways Framework strategies for social support require that schools develop strong ties to community organizations and families to provide a supportive environment for children. Pathways Strategies: Provide adult guides to help students set and work toward goals. Provide structures enabling students to know each other well. Provide timely support-focused interventions. Develop strong ties to community organizations and families to provide a supportive environment for stu- dents. In the preceding section, we mentioned how small learning communities help promote strategies for social support. Not only are small learning communities good for allowing teach- ers and students to know each other better, thus creating good working relationships, but also they are potentially less intimi- dating to families and community members who may not want to engage with large, imposing, and bureaucratic organizations. This type of environment could reinforce collaborative partner- ships with a diverse group of people. P16 Alignment While NCLB does not explicitly address alignment of course- work throughout the educational continuum, it does, at its core, support efforts to do so. The heart of the law is concerned with PACIFIC RESOURCES FOR EDUCATION AND LEARNING 3 2 Title IV, Part B, Section 4201(a). 4 NCLB and the Pathways to College Network Framework student achievement at each grade such that students are pre- pared for high achievement at the next grade. Being true to that goal is, in effect, achieving the goal of K12 alignment. The challenge here is whether K12 systems have created stan- dards rigorous enough to produce students prepared for post- secondary study. Again, this is not explicitly discussed in the law, but, if states and districts are working within the spirit of the law, we believe that our goal will be met when the goal of NCLB is met. Pathways Framework This Framework promotes aligning curricula and expectations from grade to grade, as well as aligning high school graduation requirements with those for college entrance. It also ensures students are: a) well prepared each successive year of school, b) aware of the expectations at each successive year of school, and c) prepared for full participation in postsecondary educa- tion. Close collaboration among institutions enables schools and outreach programs to provide students with the informa- tion needed to successfully enroll in postsecondary education. Pathways Strategies: Talk about and support curricula and expectations aligned across grades from kindergarten through col- lege. Provide students with information about, and help with, the college application process prior to their senior year in high school. Coordinate outreach programs with school programs to help students reach fluency in mathematics and reading early enough to prepare all students for advanced level mathematics and reading-based subject areas. Context for Change For the Pathways Framework to be put into practice in a school or district setting, the institution must be committed to creating and maintaining a context allowing inclusive leader- ship, collaborative partnership, flexible use of resources, and professional development. Both NCLB and the Pathways Framework require school staff and community members to develop leadership skills. By giving people at every level a stake in the improved academic achievement of students, everyone will have to work to under- stand assessment outcomes and determine what steps should be taken next. This leadership attitude is essential in both the Pathways Framework and NCLB. These stakeholders must also be willing to work together across boundaries to make high academic achievement a reali- ty for all students. The funding and flexibility in NCLB makes creating partnerships more feasible. While the partnerships in the Pathways Framework are ultimately for college preparation and the partnerships in NCLB are to promote high academic achievement through very specific means in the law, the two types of partnerships are highly compatible. High academic achievement is, in essence, the very foundation of college preparation. Another condition for success in the Pathways Framework reflected in NCLB is the flexibility provided in Title VI Flexibility and Accountability. In fact, the flexibility to move funds at the state, district, and local levels is highlighted as one of the major changes in the Elementary and Secondary Education Act of 1965 (ESEA) under NCLB. The Pathways Framework strategies, in agreement with NCLB, require that resources be used in flexible ways to direct funds toward stu- dent needs. If schools are going to be successful at preparing all stu- dents for college, they need to be staffed by highly qualified professionals. This is required by NCLB and is an absolute necessity in the Pathways Framework. Partnerships for the pro- vision of professional development are encouraged in Title IIPreparing, Training, and Recruiting High Quality Teachers and Principals. The Pathways Framework and NCLB Alignment For the PCN to meet its goal of college readiness for all, we must live in an environment where no child is left behind. NCLB seeks to hold states, districts, and schools to high stan- dards for all children. It is only when this goal is met that we may say each child is prepared to choose whatever academic and professional path in life he or she wishes. The Pathways Framework toolbox focuses on one possible set of choices, but is entirely dependent on the foundation laid by NCLBs goal of high academic achievement for all students. School leaders are encouraged to use the information here to begin conversations with district-level officials concerning the opportunities available through NCLB and the research- based strategies promoted by the Pathways Framework. Likewise, district-level officials are encouraged to seek guid- ance from their states about using the opportunity structures in NCLB to prepare their students to take advantage of postsec- ondary opportunities. References Pathways to College Network. (n.d.). College readiness for all toolbox. Retrieved November 12, 2004, from www.path- waystocollege.net/collegereadiness/toolbox/Framework.htm U.S. Congress. (2002). No Child Left Behind Act of 2001. P.L. 107110. Retrieved November 12, 2004, from the U.S. Department of Education website: www.ed.gov/policy/elsec/leg/esea02/index.html PACIFIC RESOURCES FOR EDUCATION AND LEARNING 5 Appendix College Readiness for All and the No Child Left Behind Act of 2001: Mutually Supportive Visions and Complementary Goals NCLB Provision NCLB Provision Content Pathways to College Network Framework Strategy High Expectations High Expectations High Expectations (D) CHALLENGING ACADEMIC STAN- DARDSStandards under this paragraph shall include (i) Challenging academic content standards in aca- demic subjects that (I) specify what children are expected to know and be able to do; (II) contain coherent and rigorous content; and (III) encourage the teaching of advanced skills; and (ii) challenging student academic achievement stan- dards . . . The statement of purpose mentions parents twice: using assessments that allow parents to measure their childrens performance against commonly shared expectations and giving parents the opportunity to participate in their childrens education in meaning- ful ways. In Title I, parents must be consulted in the creation of local education agency (LEA) basic program plan- ning, and assessments must be re-ported in ways that parents can understand them. Title V stipulates that communications with parents have to be in a lan- guage the parents can understand and, in the event that parents are unable to comprehend the materials due to literacy problems, LEAs are encouraged to avail themselves of programs that serve family litera- cy needs. (d) PARENTAL INVOLVEMENTEach State plan shall describe how the State educational agency will support the collection and dissemination to local educational agencies and schools of effective parental involvement practices. Such practices shall (1) be based on the most current research that meets the highest professional and technical standards, on effective parental involvement that fosters achieve- ment to high standards for all children; and (2) be geared toward lowering barriers to greater par- ticipation by parents in school planning, review, and improvement experienced. (3) offer families of students served by community learning centers opportunities for literacy and related educational development. Title I, Part A, Subpart 1, Sec. 1111(b)(1) Title I, Sec. 1001 Titles I and V Title I, Part A, Subpart 1, Sec. 1111 Title IV, Part B, Sec. 4201(a) Instill the expectation among staff and faculty that college preparation will be a goal for every student. In turn, students will work harder, internalize the expectation, and conse- quently work toward college enrollment as a personal goal. Address the cultural beliefs of school staff. Teachers should work to recognize their own cultural beliefs and understand how those beliefs might affect their pedagogy and their interactions with students. Once aware of their biases, teachers are able to change their prac- tices and more effectively meet the needs of their students. Work with families and postsecondary institu- tions to create high expectations and clear pathways to postsecondary education. Parental support and knowledge of the college-going process is crucial to helping students attain bachelors degrees. By working with both par- ents and postsecondary institutions, high schools can ensure that parents have the infor- mation their children need to attend college. 6 NCLB and the Pathways to College Network Framework NCLB Provision NCLB Provision Content Pathways to College Network Framework Strategy Using Data Using Data Using Data Title I, Part A, Subpart 1, Sec. 1111(b)(2) (C) DEFINITIONAdequate yearly progress shall be defined by the State in a manner that (i) applies the same high standards of academic achievement to all public elementary school and sec- ondary school students in the State; . . . (v) includes separate measurable annual objectives for continuous and substantial improvement for each of the following: (I) The achievement of all public elementary school and secondary school students. (II) The achievement of (aa) economically disadvantaged students; (bb) students from major racial and ethnic groups; (cc) students with disabilities; and (dd) students with limited English proficiency; By carefully charting such things as student course enrollment data and by disaggregating it by race/ethnic group, first language, and socioeconomic status, schools and college out- reach practitioners will have the information needed to determine whether they are provid- ing all students with the tools they need to transition to postsecondary programs. Schools must look critically at the content of each class and program. Additionally, schools and college outreach programs need to look at data regarding their practices and structures to determine if they are providing sufficient intervention and support so all students can successfully complete academically rigorous work. Collecting data as listed below will help schools and college outreach programs evalu- ate their effectiveness. Title VI Flexibility and accountability: in each section refer- ring to accountability, reports must adhere to the def- inition above. Title V, Part A, Subpart 3, Sec. 5131(a) (5) Programs to improve the academic achievement of educationally disadvantaged elementary school and secondary school students, including activities to prevent students from dropping out of school. Track graduation and postsecondary enroll- ment rates. Track student completion of postsecondary programs. Assess the effectiveness of academic support programs regularly. Assess individual student success and conduct needs-gap analysis. Title I Title I requires academic assessments to determine how students are performing. It also requires that reports be such that parents, teachers, and principals can understand them and use them to diagnose and treat problems in student learning. Academic Rigor and Support Academic Rigor and Support Academic Rigor and Support Title I, Part A, Subpart 1, Sec. 1111(b)(1) (D) CHALLENGING ACADEMIC STAN- DARDSStandards under this paragraph shall include (i) challenging academic content standards in aca- demic subjects that (I) specify what children are expected to know and be able to do; (II) contain coherent and rigorous content; and (III) encourage the teaching of advanced skills; and (ii) challenging student academic achievement stan- dards . . . Require all students to take an academically rigorous core curriculum. Instill the expectation of college readiness in students as early as the middle grades to ensure they begin to develop college and career aspirations, as well as create an appro- priate academic plan. Incorporate students cultural, linguistic, and historical knowledge into the schools curricu- la and activities. Teach higher order skills to all students as opposed to developing memorization skills. PACIFIC RESOURCES FOR EDUCATION AND LEARNING 7 Academic Rigor and Support Academic Rigor and Support Academic Rigor and Support Title V, Part A, Subpart 3, Sec. 5131(a) (19) Programs to establish smaller learning commu- nities. Develop personalized learning environments where teachers know their students well. Align curricula within the school. Teachers from each grade level, including postsec- ondary faculty, should work together to align the content and skills presented in each course to provide academic continuity from year to year within subject areas. Title IV, Part B, Sec. 4201(a) (1) provide opportunities for academic enrichment, including providing tutorial services to help students, particularly students who attend low-performing schools, to meet State and local student academic achievement standards in core academic subjects, such as reading and mathematics; (10) Community service programs that use quali- fied school personnel to train and mobilize young people to measurably strengthen their communities through nonviolence, responsibility, compassion, respect, and moral courage. Develop partnerships with higher education to provide timely academic interventions. Title V, Part A, Subpart 3, Sec. 5131(a) Improve the school-community connection to bring relevance to students learning experi- ence, thus engaging students in school, while building ties to the community. Title I, Part A, Subpart 1 Sec. 1116(e) requires supplemental services to be made available for students whose parents request them. Provide additional resources to students chal- lenged by academically rigorous work. Title V, Part A, Subpart 3, Sec. 5131(a) (17) Academic intervention programs that are oper- ated jointly with community-based organizations and that support academic enrichment, and counseling programs conducted during the school day (including during extended school day or extended school year programs), for students most at risk of not meeting challenging State academic achievement standards or not completing secondary school. Give school staff, including counselors, the time to help students develop an academic program meeting their needs and adequately preparing them to meet postsecondary goals. Social Support Social Support Social Support Title I, Part A, Subpart 1, Sec. 1111 (d) PARENTAL INVOLVEMENTEach State plan shall describe how the State educational agency will support the collection and dissemination to local educational agencies and schools of effective parental involvement practices. Such practices shall (1) be based on the most current research that meets the highest professional and technical standards, on effective parental involvement that fosters achieve- ment to high standards for all children; and (2) be geared toward lowering barriers to greater participation by parents in school planning, review, and improvement experienced. Provide adult guides to help students set and work toward goals. Title V, Part A, Subpart 3, Sec. 5131(a) (19) Programs to establish smaller learning commu- nities. Provide structures enabling students to know each other well. Develop partnerships with higher education to provide timely support-focused interven- tions. NCLB Provision NCLB Provision Content Pathways to College Network Framework Strategy Social Support Social Support Social Support Title IV, Part A, Sec. 4115(b)(1) (D) include activities to (i) promote the involvement of parents in the activity or program; (ii) promote coordination with community groups and coalitions, and government agencies; . . . Develop strong ties to community organizations and families to provide a supportive environ- ment for students. Title V, Part A, Subpart 3, Sec. 5131(a) (17) Academic intervention programs that are oper- ated jointly with community-based organizations and that support academic enrichment, and counseling programs conducted during the school day (includ- ing during extended school day or extended school year programs), for students most at risk of not meeting challenging State academic achievement standards or not completing secondary school. Title V, Part A, Subpart 3, Sec. 5131(a) (10) Community service programs that use quali- fied school personnel to train and mobilize young people to measurably strengthen their communities through nonviolence, responsibility, compassion, respect, and moral courage. Title I, Subpart A, Sec. 1111(b)(1) P16 Alignment P16 Alignment P16 Alignment (D) CHALLENGING ACADEMIC STAN- DARDSStandards under this paragraph shall include (i) challenging academic content standards in aca- demic subjects that (I) specify what children are expected to know and be able to do; (II) contain coherent and rigorous content; and (III) encourage the teaching of advanced skills; and (ii) challenging student academic achievement stan- dards . . . Talk about and support curricula and expecta- tions aligned across all grades, from kinder- garten to college. Provide students with information about, and help with, the college application process prior to their senior year in high school. Coordinate outreach programs with school programs to help students reach fluency in mathematics and reading early enough to pre- pare all students for advanced-level mathemat- ics and reading-based subject areas. Context for Change Context for Change Context for Change Leaders of schools and outreach programs adopt inclusive leadership practices, support the development of leaders across the organi- zation, and provide autonomy for staff deci- sion making. Title I, Part A, Subpart 1 Sec. 1116(e) requires supplemental services to be made available for students whose parents request them. Collaborative partnerships connect schools directly with outreach programs, postsec- ondary institutions, community groups, and organizations supporting families. PACIFIC RESOURCES FOR EDUCATION AND LEARNING 8 NCLB Provision NCLB Provision Content Pathways to College Network Framework Strategy Title IV, Part B, Sec. 4201 (a) PURPOSEThe purpose of this part is to pro- vide opportunities for communities to establish or expand activities in community learning centers that (1) provide opportunities for academic enrichment, including providing tutorial services to help students, particularly students who attend low-performing schools, to meet State and local student academic achievement standards in core academic subjects, such as reading and mathematics; (2) offer students a broad array of additional servic- es, programs, and activities, such as youth develop- ment activities, drug and violence prevention pro- grams, counseling programs, art, music, and recre- ation programs, technology education programs, and character education programs, that are designed to reinforce and complement the regular academic pro- gram of participating students; and (3) offer families of students served by community learning centers opportunities for literacy and related educational development. Context for Change Context for Change Context for Change Title V, Part A, Subpart 3, Sec. 5131(a) (17) Academic intervention programs that are oper- ated jointly with community-based organizations and that support academic enrichment, and counseling programs conducted during the school day (including during extended school day or extended school year programs), for students most at risk of not meeting challenging State academic achievement standards or not completing secondary school. Title VI, Part A, Subpart 2, Sec. 6122 The purpose of this subpart is to allow States and local educational agencies the flexibility (1) to target Federal funds to Federal programs that most effectively address the unique needs of States and localities; and (2) to transfer Federal funds allocated to other activi- ties to allocations for certain activities authorized under title I. Resources are used in flexible ways. Time, money, and people are focused on need rather than on maintaining the status quo. There are specific people within the system designated to write grants. Title II, Part A, Sec. 210 The purpose of this part is to provide grants to State educational agencies, local educational agencies, State agencies for higher education, and eligible part- nerships in order to (1) increase student academic achievement through strategies such as improving teacher and principal quality and increasing the number of highly qualified teachers in the classroom and highly qualified princi- pals and assistant principals in schools; . . . Professional development is focused on improving student achievement and increasing college readiness. It has both coherency and relevancy. Title V, Part A, Subpart 3, Sec. 5131(a) (1) Programs to recruit, train, and hire highly quali- fied teachers to reduce class size, especially in the early grades, and professional development activities carried out in accordance with title II, that give teachers, principals, and administrators the knowl- edge and skills to provide students with the opportu- nity to meet challenging State or local academic con- tent standards and student academic achievement standards. 9 NCLB and the Pathways to College Network Framework NCLB Provision NCLB Provision Content Pathways to College Network Framework Strategy Collaborative partnerships connect schools directly with outreach programs, postsec- ondary institutions, community groups, and organizations supporting families. PB0502 This product was supported in part by awards from the U.S. Department of Education (U.S. ED) and other federal agencies. The content does not necessarily reflect the views of the U.S. ED or any other agency of the U.S. government. PREL 2005 Pacific Resources for Education and Learning 900 Fort Street Mall I Suite 1300 I Honolulu, Hawaii 96813 Phone: +1(808) 441-1300 I Fax: +1(808) 441-1385 U.S. Toll-free Phone: 1 (800) 377-4773 U.S. Toll-free Fax: 1 (888) 512-7599 Email: [email protected] I Website: www.prel.org Copies also available for download at http://ppo.prel.org. Reprints available while supplies last. Please contact: P acific Resources for Education and Learning (PREL) is an independent, nonprofit 501(c)(3) corporation that serves the education community in the U.S.-affiliated Pacific islands, the continental United States, and countries throughout the world. PREL bridges the gap between research, theory, and practice in education and works collaboratively with schools and school systems to provide services that range from curriculum development to assessment and evaluation.