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Titles Actions Overview All Actions Cosponsors Committees Related Bills Subjects Latest Summary All Summaries

Titles (2)

Short Titles

Short Titles - Senate

Short Titles as Introduced

No Child Left Behind Flexibility and Improvements Act

Official Titles

Official Titles - Senate

Official Titles as Introduced

A bill to provide for flexibility and improvements in elementary and secondary education, and for other purposes.

Actions Overview (1)

02/13/2007Introduced in Senate

All Actions (3)

02/27/2007Star Print ordered on S. 562.
Action By: Senate
02/13/2007Read twice and referred to the Committee on Health, Education, Labor, and Pensions.
Action By: Senate
02/13/2007Sponsor introductory remarks on measure. (CR S1904-1905)
Action By: Senate

Cosponsors (2)

* = Original cosponsor
CosponsorDate Cosponsored
Sen. Snowe, Olympia J. [R-ME] 02/27/2007
Sen. Coleman, Norm [R-MN] 11/07/2007

Committees (1)

Committees, subcommittees and links to reports associated with this bill are listed here, as well as the nature and date of committee activity and Congressional report number.

Committee / Subcommittee Date Activity Reports
Senate Health, Education, Labor, and Pensions02/13/2007 Referred to

No related bill information was received for S.562.

Latest Summary (1)

There is one summary for S.562. View summaries

Shown Here:
Introduced in Senate (02/13/2007)

No Child Left Behind Flexibility and Improvements Act - Amends the Elementary and Secondary Education Act of 1965 (ESEA) to revise requirements relating to annual yearly progress (AYP) of students and schools, statewide and local accountability systems, special education, limited English proficiency students, funding levels and academic assessment deferrals, highly qualified teachers, and reading activities.

Authorizes the Secretary of Education to modify an AYP timeline.

Allows states to use: (1) additional types of statewide models and systems for measuring all students' progress; and (2) alternative assessments, designated by their individualized education program plan teams, for students with disabilities.

Gives states an option to include as limited English proficiency students, until they complete secondary school, those formerly in such subgroup who have subsequently acquired English proficiency.

Permits use of local assessments in measuring AYP.

Increases the levels of ESEA funding which must be reached before states are not allowed certain deferrals of academic assessments.

Revises requirements relating to AYP by group and subgroup.

Adds options for deeming teachers of multiple academic subjects as highly qualified, and for general social studies certification.

Authorizes use of reading activities subgrants for individual or small-group instruction, as well as for class-wide instruction.