Obama to overhaul NCLB NY Times Article

One section of the current Bush-era law has required states to certify that all teachers are highly qualified, based on their college coursework and state-issued credentials.

Peter Cunningham, a Department of Education spokesman, acknowledged that the administration was planning to ask Congress for broad changes to the education law, but declined to describe the changes specifically.

That effort collapsed, partly because teachers’ unions and other educator groups opposed an effort to incorporate merit pay provisions into a rewritten law.

Educators who have been briefed by administration officials said the proposals for changes in the main law governing the federal role in public schools would eliminate or rework many of the provisions that teachers’ unions, associations of principals, school boards and other groups have found most objectionable.

In recent meetings with representatives of education groups, Department of Education officials have said they also want to eliminate the school ratings system built on making “adequate yearly progress” on student test scores.

The current system issues the equivalent of a pass-fail report card for every school each year, an evaluation that administration officials say fails to differentiate among chaotic schools in chronic failure, schools that are helping low-scoring students improve and high-performing suburban schools that nonetheless appear to be neglecting some low-scoring students.

The competition has also encouraged states to open the door to more charter schools, which receive public money but are run by independent groups.

The Obama administration is proposing a sweeping overhaul of President Bush’s signature education law, No Child Left Behind, and will call for broad changes in how schools are judged to be succeeding or failing, as well as for the elimination of the law’s 2014 deadline for bringing every American child to academic proficiency.

Schools that miss their targets in reading and math must offer students the opportunity to transfer to other schools and free after-school tutoring.

The secretary of education, Arne Duncan, foreshadowed the elimination of the 2014 deadline in a September speech, referring to it as a “utopian goal,” and administration officials have since made clear that they want the deadline eliminated.

The last serious attempt to rewrite the law was in 2007.

The Obama administration is proposing a sweeping overhaul of President Bush’s signature education law, No Child Left Behind, and will call for broad changes in how schools are judged to be succeeding or failing, as well as for the elimination of the law’s 2014 deadline for bringing every American child to academic proficiency.

They want to upend that scheme by making states and districts pledge to take actions the administration considers reform, before they get the money.”

The current system issues the equivalent of a pass-fail report card for every school each year, an evaluation that administration officials say fails to differentiate among chaotic schools in chronic failure, schools that are helping low-scoring students improve and high-performing suburban schools that nonetheless appear to be neglecting some low-scoring students.

Yet the administration is not planning to abandon the law’s commitments to closing the achievement gap between minority and white students and to encouraging teacher quality.

The Obama administration is proposing a sweeping overhaul of President Bush’s signature education law, No Child Left Behind, and will call for broad changes in how schools are judged to be succeeding or failing, as well as for the elimination of the law’s 2014 deadline for bringing every American child to academic proficiency.

Significantly, said those who have been briefed, the White House wants to change federal financing formulas so that a portion of the money is awarded based on academic progress, rather than by formulas that apportion money to districts according to their numbers of students, especially poor students.

Educators who have been briefed by administration officials said the proposals for changes in the main law governing the federal role in public schools would eliminate or rework many of the provisions that teachers’ unions, associations of principals, school boards and other groups have found most objectionable.

The Obama administration is proposing a sweeping overhaul of President Bush’s signature education law, No Child Left Behind, and will call for broad changes in how schools are judged to be succeeding or failing, as well as for the elimination of the law’s 2014 deadline for bringing every American child to academic proficiency.

The Obama administration is proposing a sweeping overhaul of President Bush’s signature education law, No Child Left Behind, and will call for broad changes in how schools are judged to be succeeding or failing, as well as for the elimination of the law’s 2014 deadline for bringing every American child to academic proficiency.

Currently more than 40 states are collaborating, in an effort coordinated by the National Governors Association and encouraged by the administration, to write common standards defining what it means to be a graduate from high school ready for college or a career.

The current system issues the equivalent of a pass-fail report card for every school each year, an evaluation that administration officials say fails to differentiate among chaotic schools in chronic failure, schools that are helping low-scoring students improve and high-performing suburban schools that nonetheless appear to be neglecting some low-scoring students.

Educators who have been briefed by administration officials said the proposals for changes in the main law governing the federal role in public schools would eliminate or rework many of the provisions that teachers’ unions, associations of principals, school boards and other groups have found most objectionable.

The Obama administration is proposing a sweeping overhaul of President Bush’s signature education law, No Child Left Behind, and will call for broad changes in how schools are judged to be succeeding or failing, as well as for the elimination of the law’s 2014 deadline for bringing every American child to academic proficiency.

Educators who have been briefed by administration officials said the proposals for changes in the main law governing the federal role in public schools would eliminate or rework many of the provisions that teachers’ unions, associations of principals, school boards and other groups have found most objectionable.

He said that although the administration had developed various proposals, it would solicit input from Congressional leaders of both parties in coming weeks to create legislative language that can attract bipartisan support.

The department thinks that’s become too much of an entitlement.

Peter Cunningham, a Department of Education spokesman, acknowledged that the administration was planning to ask Congress for broad changes to the education law, but declined to describe the changes specifically.

The law has, to date, labeled some 30,000 schools as “in need of improvement,” a euphemism for failing, but states and districts have done little to change them.

The secretary of education, Arne Duncan, foreshadowed the elimination of the 2014 deadline in a September speech, referring to it as a “utopian goal,” and administration officials have since made clear that they want the deadline eliminated.

Peter Cunningham, a Department of Education spokesman, acknowledged that the administration was planning to ask Congress for broad changes to the education law, but declined to describe the changes specifically.

In the Race to the Top competition, the administration has required participating states to develop the capability to evaluate teachers based on student test data, at least in part, and on whether teachers are successful in raising student achievement.

Instead, under the administration’s proposals, a new accountability system would divide schools into more categories, offering recognition to those that are succeeding and providing large new amounts of money to help improve or close failing schools.

Significantly, said those who have been briefed, the White House wants to change federal financing formulas so that a portion of the money is awarded based on academic progress, rather than by formulas that apportion money to districts according to their numbers of students, especially poor students.

“They were very clear with us that they would change the metric, dropping adequate yearly progress and basing a new system on another picture of performance based on judging schools in a more nuanced way,” said Bruce Hunter, director of public policy for the American Association of School Administrators, who attended one of the meetings.

The well-worn formulas for distributing tens of billions of dollars in federal aid have, for decades, been a mainstay of the annual budgeting process in the nation’s 14,000 school districts.

“They want to recast the law so that it is as close to Race to the Top as they can get it, making the money conditional on districts’ taking action to improve schools,” said Jack Jennings, president of the Center on Education Policy, who attended a recent meeting at which administration officials outlined their plans in broad strokes.

Currently the education law requires the nation’s 98,000 public schools to make “adequate yearly progress” as measured by student test scores.

The current system issues the equivalent of a pass-fail report card for every school each year, an evaluation that administration officials say fails to differentiate among chaotic schools in chronic failure, schools that are helping low-scoring students improve and high-performing suburban schools that nonetheless appear to be neglecting some low-scoring students.

Some details of the president’s proposals are expected to be made public on Monday, when the president outlines his $3.8 trillion budget for the 2011 fiscal year.

Educators who have been briefed by administration officials said the proposals for changes in the main law governing the federal role in public schools would eliminate or rework many of the provisions that teachers’ unions, associations of principals, school boards and other groups have found most objectionable.

The Obama administration is proposing a sweeping overhaul of President Bush’s signature education law, No Child Left Behind, and will call for broad changes in how schools are judged to be succeeding or failing, as well as for the elimination of the law’s 2014 deadline for bringing every American child to academic proficiency.

The changes would have to be approved by Congress, which has been at a stalemate for years over how to change the policy.

The education law has been praised for focusing attention on achievement gaps, but it has also generated tremendous opposition, especially from educators, who contend that it sets impossible goals for students and schools and humiliates students and educators when they fall short.

The well-worn formulas for distributing tens of billions of dollars in federal aid have, for decades, been a mainstay of the annual budgeting process in the nation’s 14,000 school districts.

Currently more than 40 states are collaborating, in an effort coordinated by the National Governors Association and encouraged by the administration, to write common standards defining what it means to be a graduate from high school ready for college or a career.

Educators have complained loudly in the eight years since the law was signed that it was branding tens of thousands of schools as failing but not forcing them to change.

The well-worn formulas for distributing tens of billions of dollars in federal aid have, for decades, been a mainstay of the annual budgeting process in the nation’s 14,000 school districts.

Currently the education law requires the nation’s 98,000 public schools to make “adequate yearly progress” as measured by student test scores.

Currently the education law requires the nation’s 98,000 public schools to make “adequate yearly progress” as measured by student test scores.

“They want to recast the law so that it is as close to Race to the Top as they can get it, making the money conditional on districts’ taking action to improve schools,” said Jack Jennings, president of the Center on Education Policy, who attended a recent meeting at which administration officials outlined their plans in broad strokes.

All students are required to be proficient by 2014.

The Obama administration is proposing a sweeping overhaul of President Bush’s signature education law, No Child Left Behind, and will call for broad changes in how schools are judged to be succeeding or failing, as well as for the elimination of the law’s 2014 deadline for bringing every American child to academic proficiency.

He said that although the administration had developed various proposals, it would solicit input from Congressional leaders of both parties in coming weeks to create legislative language that can attract bipartisan support.

The Obama administration is proposing a sweeping overhaul of President Bush’s signature education law, No Child Left Behind, and will call for broad changes in how schools are judged to be succeeding or failing, as well as for the elimination of the law’s 2014 deadline for bringing every American child to academic proficiency.

The education law has been praised for focusing attention on achievement gaps, but it has also generated tremendous opposition, especially from educators, who contend that it sets impossible goals for students and schools and humiliates students and educators when they fall short.

That effort collapsed, partly because teachers’ unions and other educator groups opposed an effort to incorporate merit pay provisions into a rewritten law.

Instead, under the administration’s proposals, a new accountability system would divide schools into more categories, offering recognition to those that are succeeding and providing large new amounts of money to help improve or close failing schools.

Yet the administration is not planning to abandon the law’s commitments to closing the achievement gap between minority and white students and to encouraging teacher quality.

Educators who have been briefed by administration officials said the proposals for changes in the main law governing the federal role in public schools would eliminate or rework many of the provisions that teachers’ unions, associations of principals, school boards and other groups have found most objectionable.

Currently the education law requires the nation’s 98,000 public schools to make “adequate yearly progress” as measured by student test scores.

Significantly, said those who have been briefed, the White House wants to change federal financing formulas so that a portion of the money is awarded based on academic progress, rather than by formulas that apportion money to districts according to their numbers of students, especially poor students.

Educators who have been briefed by administration officials said the proposals for changes in the main law governing the federal role in public schools would eliminate or rework many of the provisions that teachers’ unions, associations of principals, school boards and other groups have found most objectionable.

A new goal, which would replace the 2014 universal proficiency deadline, would be for all students to leave high school “college or career ready.”

“They want to recast the law so that it is as close to Race to the Top as they can get it, making the money conditional on districts’ taking action to improve schools,” said Jack Jennings, president of the Center on Education Policy, who attended a recent meeting at which administration officials outlined their plans in broad strokes.

The current system issues the equivalent of a pass-fail report card for every school each year, an evaluation that administration officials say fails to differentiate among chaotic schools in chronic failure, schools that are helping low-scoring students improve and high-performing suburban schools that nonetheless appear to be neglecting some low-scoring students.

Yet the administration is not planning to abandon the law’s commitments to closing the achievement gap between minority and white students and to encouraging teacher quality.

Currently more than 40 states are collaborating, in an effort coordinated by the National Governors Association and encouraged by the administration, to write common standards defining what it means to be a graduate from high school ready for college or a career.

The Obama administration is proposing a sweeping overhaul of President Bush’s signature education law, No Child Left Behind, and will call for broad changes in how schools are judged to be succeeding or failing, as well as for the elimination of the law’s 2014 deadline for bringing every American child to academic proficiency.

Mr. Duncan has publicly endorsed such an approach, Mr. Cunningham said.

Currently more than 40 states are collaborating, in an effort coordinated by the National Governors Association and encouraged by the administration, to write common standards defining what it means to be a graduate from high school ready for college or a career.

In the Race to the Top competition, the administration has required participating states to develop the capability to evaluate teachers based on student test data, at least in part, and on whether teachers are successful in raising student achievement.

Currently more than 40 states are collaborating, in an effort coordinated by the National Governors Association and encouraged by the administration, to write common standards defining what it means to be a graduate from high school ready for college or a career.

Educators who have been briefed by administration officials said the proposals for changes in the main law governing the federal role in public schools would eliminate or rework many of the provisions that teachers’ unions, associations of principals, school boards and other groups have found most objectionable.

The secretary of education, Arne Duncan, foreshadowed the elimination of the 2014 deadline in a September speech, referring to it as a “utopian goal,” and administration officials have since made clear that they want the deadline eliminated.

Educators who have been briefed by administration officials said the proposals for changes in the main law governing the federal role in public schools would eliminate or rework many of the provisions that teachers’ unions, associations of principals, school boards and other groups have found most objectionable.

Currently the education law requires the nation’s 98,000 public schools to make “adequate yearly progress” as measured by student test scores.

Some details of the president’s proposals are expected to be made public on Monday, when the president outlines his $3.8 trillion budget for the 2011 fiscal year.

Currently the education law requires the nation’s 98,000 public schools to make “adequate yearly progress” as measured by student test scores.

In his State of the Union address, Mr. Obama hailed the results so far of that competition, which has persuaded states from Rhode Island to California to make changes in their education laws.

The current system issues the equivalent of a pass-fail report card for every school each year, an evaluation that administration officials say fails to differentiate among chaotic schools in chronic failure, schools that are helping low-scoring students improve and high-performing suburban schools that nonetheless appear to be neglecting some low-scoring students.

The secretary of education, Arne Duncan, foreshadowed the elimination of the 2014 deadline in a September speech, referring to it as a “utopian goal,” and administration officials have since made clear that they want the deadline eliminated.

Schools that miss their targets in reading and math must offer students the opportunity to transfer to other schools and free after-school tutoring.

The new standards will also define what students need to learn in earlier grades to advance successfully toward high school graduation.

The Obama administration is proposing a sweeping overhaul of President Bush’s signature education law, No Child Left Behind, and will call for broad changes in how schools are judged to be succeeding or failing, as well as for the elimination of the law’s 2014 deadline for bringing every American child to academic proficiency.

Significantly, said those who have been briefed, the White House wants to change federal financing formulas so that a portion of the money is awarded based on academic progress, rather than by formulas that apportion money to districts according to their numbers of students, especially poor students.

The Obama administration is proposing a sweeping overhaul of President Bush’s signature education law, No Child Left Behind, and will call for broad changes in how schools are judged to be succeeding or failing, as well as for the elimination of the law’s 2014 deadline for bringing every American child to academic proficiency.

The education law has been praised for focusing attention on achievement gaps, but it has also generated tremendous opposition, especially from educators, who contend that it sets impossible goals for students and schools and humiliates students and educators when they fall short.

The law has, to date, labeled some 30,000 schools as “in need of improvement,” a euphemism for failing, but states and districts have done little to change them.

One section of the current Bush-era law has required states to certify that all teachers are highly qualified, based on their college coursework and state-issued credentials.

In the Race to the Top competition, the administration has required participating states to develop the capability to evaluate teachers based on student test data, at least in part, and on whether teachers are successful in raising student achievement.

In the Race to the Top competition, the administration has required participating states to develop the capability to evaluate teachers based on student test data, at least in part, and on whether teachers are successful in raising student achievement.

The well-worn formulas for distributing tens of billions of dollars in federal aid have, for decades, been a mainstay of the annual budgeting process in the nation’s 14,000 school districts.

Significantly, said those who have been briefed, the White House wants to change federal financing formulas so that a portion of the money is awarded based on academic progress, rather than by formulas that apportion money to districts according to their numbers of students, especially poor students.

Educators who have been briefed by administration officials said the proposals for changes in the main law governing the federal role in public schools would eliminate or rework many of the provisions that teachers’ unions, associations of principals, school boards and other groups have found most objectionable.

One section of the current Bush-era law has required states to certify that all teachers are highly qualified, based on their college coursework and state-issued credentials.

Educators who have been briefed by administration officials said the proposals for changes in the main law governing the federal role in public schools would eliminate or rework many of the provisions that teachers’ unions, associations of principals, school boards and other groups have found most objectionable.

Significantly, said those who have been briefed, the White House wants to change federal financing formulas so that a portion of the money is awarded based on academic progress, rather than by formulas that apportion money to districts according to their numbers of students, especially poor students.

The Obama administration is proposing a sweeping overhaul of President Bush’s signature education law, No Child Left Behind, and will call for broad changes in how schools are judged to be succeeding or failing, as well as for the elimination of the law’s 2014 deadline for bringing every American child to academic proficiency.

Some details of the president’s proposals are expected to be made public on Monday, when the president outlines his $3.8 trillion budget for the 2011 fiscal year.

The Obama administration is proposing a sweeping overhaul of President Bush’s signature education law, No Child Left Behind, and will call for broad changes in how schools are judged to be succeeding or failing, as well as for the elimination of the law’s 2014 deadline for bringing every American child to academic proficiency.

The education law has been praised for focusing attention on achievement gaps, but it has also generated tremendous opposition, especially from educators, who contend that it sets impossible goals for students and schools and humiliates students and educators when they fall short.

Now the administration hopes to apply similar conditions to the distribution of the billions of dollars that the Department of Education hands out to states and districts as part of its annual budget.

One section of the current Bush-era law has required states to certify that all teachers are highly qualified, based on their college coursework and state-issued credentials.

Yet the administration is not planning to abandon the law’s commitments to closing the achievement gap between minority and white students and to encouraging teacher quality.

Yet the administration is not planning to abandon the law’s commitments to closing the achievement gap between minority and white students and to encouraging teacher quality.

Significantly, said those who have been briefed, the White House wants to change federal financing formulas so that a portion of the money is awarded based on academic progress, rather than by formulas that apportion money to districts according to their numbers of students, especially poor students.

In his State of the Union address, Mr. Obama hailed the results so far of that competition, which has persuaded states from Rhode Island to California to make changes in their education laws.

Currently more than 40 states are collaborating, in an effort coordinated by the National Governors Association and encouraged by the administration, to write common standards defining what it means to be a graduate from high school ready for college or a career.

Schools that repeatedly miss targets face harsher sanctions, which can include staff dismissals and closings.

The competition has also encouraged states to open the door to more charter schools, which receive public money but are run by independent groups.

Currently the education law requires the nation’s 98,000 public schools to make “adequate yearly progress” as measured by student test scores.

The well-worn formulas for distributing tens of billions of dollars in federal aid have, for decades, been a mainstay of the annual budgeting process in the nation’s 14,000 school districts.

Significantly, said those who have been briefed, the White House wants to change federal financing formulas so that a portion of the money is awarded based on academic progress, rather than by formulas that apportion money to districts according to their numbers of students, especially poor students.

Some details of the president’s proposals are expected to be made public on Monday, when the president outlines his $3.8 trillion budget for the 2011 fiscal year.

“They want to recast the law so that it is as close to Race to the Top as they can get it, making the money conditional on districts’ taking action to improve schools,” said Jack Jennings, president of the Center on Education Policy, who attended a recent meeting at which administration officials outlined their plans in broad strokes.

Yet the administration is not planning to abandon the law’s commitments to closing the achievement gap between minority and white students and to encouraging teacher quality.

The law has, to date, labeled some 30,000 schools as “in need of improvement,” a euphemism for failing, but states and districts have done little to change them.

Currently more than 40 states are collaborating, in an effort coordinated by the National Governors Association and encouraged by the administration, to write common standards defining what it means to be a graduate from high school ready for college or a career.

States that prohibit the use of test scores in teacher evaluations, for example, are not eligible for the funds.

Earlier this month, Mr. Duncan and more than a dozen other administration officials took steps toward organizing a new rewrite, meeting with the Democratic chairmen and ranking Republican members of the education committees in both houses of Congress.

Peter Cunningham, a Department of Education spokesman, acknowledged that the administration was planning to ask Congress for broad changes to the education law, but declined to describe the changes specifically.

In the Race to the Top competition, the administration has required participating states to develop the capability to evaluate teachers based on student test data, at least in part, and on whether teachers are successful in raising student achievement.

Educators who have been briefed by administration officials said the proposals for changes in the main law governing the federal role in public schools would eliminate or rework many of the provisions that teachers’ unions, associations of principals, school boards and other groups have found most objectionable.

Schools that miss their targets in reading and math must offer students the opportunity to transfer to other schools and free after-school tutoring.

Educators who have been briefed by administration officials said the proposals for changes in the main law governing the federal role in public schools would eliminate or rework many of the provisions that teachers’ unions, associations of principals, school boards and other groups have found most objectionable.

Significantly, said those who have been briefed, the White House wants to change federal financing formulas so that a portion of the money is awarded based on academic progress, rather than by formulas that apportion money to districts according to their numbers of students, especially poor students.

In the Race to the Top competition, the administration has required participating states to develop the capability to evaluate teachers based on student test data, at least in part, and on whether teachers are successful in raising student achievement.

Educators who have been briefed by administration officials said the proposals for changes in the main law governing the federal role in public schools would eliminate or rework many of the provisions that teachers’ unions, associations of principals, school boards and other groups have found most objectionable.

In recent meetings with representatives of education groups, Department of Education officials have said they also want to eliminate the school ratings system built on making “adequate yearly progress” on student test scores.

The current system issues the equivalent of a pass-fail report card for every school each year, an evaluation that administration officials say fails to differentiate among chaotic schools in chronic failure, schools that are helping low-scoring students improve and high-performing suburban schools that nonetheless appear to be neglecting some low-scoring students.

Peter Cunningham, a Department of Education spokesman, acknowledged that the administration was planning to ask Congress for broad changes to the education law, but declined to describe the changes specifically.

The current system issues the equivalent of a pass-fail report card for every school each year, an evaluation that administration officials say fails to differentiate among chaotic schools in chronic failure, schools that are helping low-scoring students improve and high-performing suburban schools that nonetheless appear to be neglecting some low-scoring students.

The well-worn formulas for distributing tens of billions of dollars in federal aid have, for decades, been a mainstay of the annual budgeting process in the nation’s 14,000 school districts.

In recent meetings with representatives of education groups, Department of Education officials have said they also want to eliminate the school ratings system built on making “adequate yearly progress” on student test scores.

“They were very clear with us that they would change the metric, dropping adequate yearly progress and basing a new system on another picture of performance based on judging schools in a more nuanced way,” said Bruce Hunter, director of public policy for the American Association of School Administrators, who attended one of the meetings.

The current system issues the equivalent of a pass-fail report card for every school each year, an evaluation that administration officials say fails to differentiate among chaotic schools in chronic failure, schools that are helping low-scoring students improve and high-performing suburban schools that nonetheless appear to be neglecting some low-scoring students.

Some details of the president’s proposals are expected to be made public on Monday, when the president outlines his $3.8 trillion budget for the 2011 fiscal year.

He said that although the administration had developed various proposals, it would solicit input from Congressional leaders of both parties in coming weeks to create legislative language that can attract bipartisan support.

All students are required to be proficient by 2014.

The Obama administration is proposing a sweeping overhaul of President Bush’s signature education law, No Child Left Behind, and will call for broad changes in how schools are judged to be succeeding or failing, as well as for the elimination of the law’s 2014 deadline for bringing every American child to academic proficiency.

The administration has already made its mark on education through Race to the Top, a federal grant program in which 40 states are competing for $4 billion in education money included in last year’s federal stimulus bill.

The administration has already made its mark on education through Race to the Top, a federal grant program in which 40 states are competing for $4 billion in education money included in last year’s federal stimulus bill.

In recent meetings with representatives of education groups, Department of Education officials have said they also want to eliminate the school ratings system built on making “adequate yearly progress” on student test scores.

In recent meetings with representatives of education groups, Department of Education officials have said they also want to eliminate the school ratings system built on making “adequate yearly progress” on student test scores.

The current system issues the equivalent of a pass-fail report card for every school each year, an evaluation that administration officials say fails to differentiate among chaotic schools in chronic failure, schools that are helping low-scoring students improve and high-performing suburban schools that nonetheless appear to be neglecting some low-scoring students.

Yet the administration is not planning to abandon the law’s commitments to closing the achievement gap between minority and white students and to encouraging teacher quality.

“They were very clear with us that they would change the metric, dropping adequate yearly progress and basing a new system on another picture of performance based on judging schools in a more nuanced way,” said Bruce Hunter, director of public policy for the American Association of School Administrators, who attended one of the meetings.

Instead, under the administration’s proposals, a new accountability system would divide schools into more categories, offering recognition to those that are succeeding and providing large new amounts of money to help improve or close failing schools.

Educators who have been briefed by administration officials said the proposals for changes in the main law governing the federal role in public schools would eliminate or rework many of the provisions that teachers’ unions, associations of principals, school boards and other groups have found most objectionable.

The well-worn formulas for distributing tens of billions of dollars in federal aid have, for decades, been a mainstay of the annual budgeting process in the nation’s 14,000 school districts.

Educators who have been briefed by administration officials said the proposals for changes in the main law governing the federal role in public schools would eliminate or rework many of the provisions that teachers’ unions, associations of principals, school boards and other groups have found most objectionable.

The current system issues the equivalent of a pass-fail report card for every school each year, an evaluation that administration officials say fails to differentiate among chaotic schools in chronic failure, schools that are helping low-scoring students improve and high-performing suburban schools that nonetheless appear to be neglecting some low-scoring students.

Schools that miss their targets in reading and math must offer students the opportunity to transfer to other schools and free after-school tutoring.

That effort collapsed, partly because teachers’ unions and other educator groups opposed an effort to incorporate merit pay provisions into a rewritten law.

“They were very clear with us that they would change the metric, dropping adequate yearly progress and basing a new system on another picture of performance based on judging schools in a more nuanced way,” said Bruce Hunter, director of public policy for the American Association of School Administrators, who attended one of the meetings.

“They were very clear with us that they would change the metric, dropping adequate yearly progress and basing a new system on another picture of performance based on judging schools in a more nuanced way,” said Bruce Hunter, director of public policy for the American Association of School Administrators, who attended one of the meetings.

Educators who have been briefed by administration officials said the proposals for changes in the main law governing the federal role in public schools would eliminate or rework many of the provisions that teachers’ unions, associations of principals, school boards and other groups have found most objectionable.

Peter Cunningham, a Department of Education spokesman, acknowledged that the administration was planning to ask Congress for broad changes to the education law, but declined to describe the changes specifically.

A new goal, which would replace the 2014 universal proficiency deadline, would be for all students to leave high school “college or career ready.”

Schools that repeatedly miss targets face harsher sanctions, which can include staff dismissals and closings.

Yet the administration is not planning to abandon the law’s commitments to closing the achievement gap between minority and white students and to encouraging teacher quality.

The Obama administration is proposing a sweeping overhaul of President Bush’s signature education law, No Child Left Behind, and will call for broad changes in how schools are judged to be succeeding or failing, as well as for the elimination of the law’s 2014 deadline for bringing every American child to academic proficiency.

One section of the current Bush-era law has required states to certify that all teachers are highly qualified, based on their college coursework and state-issued credentials.

Some details of the president’s proposals are expected to be made public on Monday, when the president outlines his $3.8 trillion budget for the 2011 fiscal year.

The changes would have to be approved by Congress, which has been at a stalemate for years over how to change the policy.

Peter Cunningham, a Department of Education spokesman, acknowledged that the administration was planning to ask Congress for broad changes to the education law, but declined to describe the changes specifically.

The Obama administration is proposing a sweeping overhaul of President Bush’s signature education law, No Child Left Behind, and will call for broad changes in how schools are judged to be succeeding or failing, as well as for the elimination of the law’s 2014 deadline for bringing every American child to academic proficiency.

A new goal, which would replace the 2014 universal proficiency deadline, would be for all students to leave high school “college or career ready.”

Instead, under the administration’s proposals, a new accountability system would divide schools into more categories, offering recognition to those that are succeeding and providing large new amounts of money to help improve or close failing schools.

Educators who have been briefed by administration officials said the proposals for changes in the main law governing the federal role in public schools would eliminate or rework many of the provisions that teachers’ unions, associations of principals, school boards and other groups have found most objectionable.

States that prohibit the use of test scores in teacher evaluations, for example, are not eligible for the funds.

The new standards will also define what students need to learn in earlier grades to advance successfully toward high school graduation.

Schools that repeatedly miss targets face harsher sanctions, which can include staff dismissals and closings.

“They were very clear with us that they would change the metric, dropping adequate yearly progress and basing a new system on another picture of performance based on judging schools in a more nuanced way,” said Bruce Hunter, director of public policy for the American Association of School Administrators, who attended one of the meetings.

Educators who have talked to the administration said the officials appeared to be considering inserting similar provisions into the main education law, by requiring the use of student data in teacher evaluation systems as a condition for receiving federal education money.

The law has, to date, labeled some 30,000 schools as “in need of improvement,” a euphemism for failing, but states and districts have done little to change them.

The changes would have to be approved by Congress, which has been at a stalemate for years over how to change the policy.

A new goal, which would replace the 2014 universal proficiency deadline, would be for all students to leave high school “college or career ready.”

Educators who have been briefed by administration officials said the proposals for changes in the main law governing the federal role in public schools would eliminate or rework many of the provisions that teachers’ unions, associations of principals, school boards and other groups have found most objectionable.

The Obama administration is proposing a sweeping overhaul of President Bush’s signature education law, No Child Left Behind, and will call for broad changes in how schools are judged to be succeeding or failing, as well as for the elimination of the law’s 2014 deadline for bringing every American child to academic proficiency.

In recent meetings with representatives of education groups, Department of Education officials have said they also want to eliminate the school ratings system built on making “adequate yearly progress” on student test scores.

Currently more than 40 states are collaborating, in an effort coordinated by the National Governors Association and encouraged by the administration, to write common standards defining what it means to be a graduate from high school ready for college or a career.

Now the administration hopes to apply similar conditions to the distribution of the billions of dollars that the Department of Education hands out to states and districts as part of its annual budget.

The current system issues the equivalent of a pass-fail report card for every school each year, an evaluation that administration officials say fails to differentiate among chaotic schools in chronic failure, schools that are helping low-scoring students improve and high-performing suburban schools that nonetheless appear to be neglecting some low-scoring students.

The Obama administration is proposing a sweeping overhaul of President Bush’s signature education law, No Child Left Behind, and will call for broad changes in how schools are judged to be succeeding or failing, as well as for the elimination of the law’s 2014 deadline for bringing every American child to academic proficiency.

He said that although the administration had developed various proposals, it would solicit input from Congressional leaders of both parties in coming weeks to create legislative language that can attract bipartisan support.

Currently more than 40 states are collaborating, in an effort coordinated by the National Governors Association and encouraged by the administration, to write common standards defining what it means to be a graduate from high school ready for college or a career.

He said that although the administration had developed various proposals, it would solicit input from Congressional leaders of both parties in coming weeks to create legislative language that can attract bipartisan support.

Educators who have been briefed by administration officials said the proposals for changes in the main law governing the federal role in public schools would eliminate or rework many of the provisions that teachers’ unions, associations of principals, school boards and other groups have found most objectionable.

Currently more than 40 states are collaborating, in an effort coordinated by the National Governors Association and encouraged by the administration, to write common standards defining what it means to be a graduate from high school ready for college or a career.

Educators who have been briefed by administration officials said the proposals for changes in the main law governing the federal role in public schools would eliminate or rework many of the provisions that teachers’ unions, associations of principals, school boards and other groups have found most objectionable.

One section of the current Bush-era law has required states to certify that all teachers are highly qualified, based on their college coursework and state-issued credentials.

Currently the education law requires the nation’s 98,000 public schools to make “adequate yearly progress” as measured by student test scores.

Mr. Duncan has publicly endorsed such an approach, Mr. Cunningham said.

Educators have complained loudly in the eight years since the law was signed that it was branding tens of thousands of schools as failing but not forcing them to change.

That effort collapsed, partly because teachers’ unions and other educator groups opposed an effort to incorporate merit pay provisions into a rewritten law.

“They were very clear with us that they would change the metric, dropping adequate yearly progress and basing a new system on another picture of performance based on judging schools in a more nuanced way,” said Bruce Hunter, director of public policy for the American Association of School Administrators, who attended one of the meetings.

The competition has also encouraged states to open the door to more charter schools, which receive public money but are run by independent groups.

Yet the administration is not planning to abandon the law’s commitments to closing the achievement gap between minority and white students and to encouraging teacher quality.

“They were very clear with us that they would change the metric, dropping adequate yearly progress and basing a new system on another picture of performance based on judging schools in a more nuanced way,” said Bruce Hunter, director of public policy for the American Association of School Administrators, who attended one of the meetings.

Instead, under the administration’s proposals, a new accountability system would divide schools into more categories, offering recognition to those that are succeeding and providing large new amounts of money to help improve or close failing schools.

They want to upend that scheme by making states and districts pledge to take actions the administration considers reform, before they get the money.”

The current system issues the equivalent of a pass-fail report card for every school each year, an evaluation that administration officials say fails to differentiate among chaotic schools in chronic failure, schools that are helping low-scoring students improve and high-performing suburban schools that nonetheless appear to be neglecting some low-scoring students.

Schools that repeatedly miss targets face harsher sanctions, which can include staff dismissals and closings.

The administration has already made its mark on education through Race to the Top, a federal grant program in which 40 states are competing for $4 billion in education money included in last year’s federal stimulus bill.

The new standards will also define what students need to learn in earlier grades to advance successfully toward high school graduation.

The administration has already made its mark on education through Race to the Top, a federal grant program in which 40 states are competing for $4 billion in education money included in last year’s federal stimulus bill.

In his State of the Union address, Mr. Obama hailed the results so far of that competition, which has persuaded states from Rhode Island to California to make changes in their education laws.

The education law has been praised for focusing attention on achievement gaps, but it has also generated tremendous opposition, especially from educators, who contend that it sets impossible goals for students and schools and humiliates students and educators when they fall short.

Schools that miss their targets in reading and math must offer students the opportunity to transfer to other schools and free after-school tutoring.

Now the administration hopes to apply similar conditions to the distribution of the billions of dollars that the Department of Education hands out to states and districts as part of its annual budget.

He said that although the administration had developed various proposals, it would solicit input from Congressional leaders of both parties in coming weeks to create legislative language that can attract bipartisan support.

The current system issues the equivalent of a pass-fail report card for every school each year, an evaluation that administration officials say fails to differentiate among chaotic schools in chronic failure, schools that are helping low-scoring students improve and high-performing suburban schools that nonetheless appear to be neglecting some low-scoring students.

Peter Cunningham, a Department of Education spokesman, acknowledged that the administration was planning to ask Congress for broad changes to the education law, but declined to describe the changes specifically.

Significantly, said those who have been briefed, the White House wants to change federal financing formulas so that a portion of the money is awarded based on academic progress, rather than by formulas that apportion money to districts according to their numbers of students, especially poor students.

The new standards will also define what students need to learn in earlier grades to advance successfully toward high school graduation.

They want to upend that scheme by making states and districts pledge to take actions the administration considers reform, before they get the money.”

One section of the current Bush-era law has required states to certify that all teachers are highly qualified, based on their college coursework and state-issued credentials.

Peter Cunningham, a Department of Education spokesman, acknowledged that the administration was planning to ask Congress for broad changes to the education law, but declined to describe the changes specifically.

Educators who have been briefed by administration officials said the proposals for changes in the main law governing the federal role in public schools would eliminate or rework many of the provisions that teachers’ unions, associations of principals, school boards and other groups have found most objectionable.

Peter Cunningham, a Department of Education spokesman, acknowledged that the administration was planning to ask Congress for broad changes to the education law, but declined to describe the changes specifically.

The competition has also encouraged states to open the door to more charter schools, which receive public money but are run by independent groups.

Significantly, said those who have been briefed, the White House wants to change federal financing formulas so that a portion of the money is awarded based on academic progress, rather than by formulas that apportion money to districts according to their numbers of students, especially poor students.

Significantly, said those who have been briefed, the White House wants to change federal financing formulas so that a portion of the money is awarded based on academic progress, rather than by formulas that apportion money to districts according to their numbers of students, especially poor students.

Some details of the president’s proposals are expected to be made public on Monday, when the president outlines his $3.8 trillion budget for the 2011 fiscal year.

The education law has been praised for focusing attention on achievement gaps, but it has also generated tremendous opposition, especially from educators, who contend that it sets impossible goals for students and schools and humiliates students and educators when they fall short.

Instead, under the administration’s proposals, a new accountability system would divide schools into more categories, offering recognition to those that are succeeding and providing large new amounts of money to help improve or close failing schools.

The current system issues the equivalent of a pass-fail report card for every school each year, an evaluation that administration officials say fails to differentiate among chaotic schools in chronic failure, schools that are helping low-scoring students improve and high-performing suburban schools that nonetheless appear to be neglecting some low-scoring students.

“They were very clear with us that they would change the metric, dropping adequate yearly progress and basing a new system on another picture of performance based on judging schools in a more nuanced way,” said Bruce Hunter, director of public policy for the American Association of School Administrators, who attended one of the meetings.

The education law has been praised for focusing attention on achievement gaps, but it has also generated tremendous opposition, especially from educators, who contend that it sets impossible goals for students and schools and humiliates students and educators when they fall short.

The well-worn formulas for distributing tens of billions of dollars in federal aid have, for decades, been a mainstay of the annual budgeting process in the nation’s 14,000 school districts.

The Obama administration is proposing a sweeping overhaul of President Bush’s signature education law, No Child Left Behind, and will call for broad changes in how schools are judged to be succeeding or failing, as well as for the elimination of the law’s 2014 deadline for bringing every American child to academic proficiency.

Yet the administration is not planning to abandon the law’s commitments to closing the achievement gap between minority and white students and to encouraging teacher quality.

The changes would have to be approved by Congress, which has been at a stalemate for years over how to change the policy.

In his State of the Union address, Mr. Obama hailed the results so far of that competition, which has persuaded states from Rhode Island to California to make changes in their education laws.

In recent meetings with representatives of education groups, Department of Education officials have said they also want to eliminate the school ratings system built on making “adequate yearly progress” on student test scores.

The current system issues the equivalent of a pass-fail report card for every school each year, an evaluation that administration officials say fails to differentiate among chaotic schools in chronic failure, schools that are helping low-scoring students improve and high-performing suburban schools that nonetheless appear to be neglecting some low-scoring students.

The Obama administration is proposing a sweeping overhaul of President Bush’s signature education law, No Child Left Behind, and will call for broad changes in how schools are judged to be succeeding or failing, as well as for the elimination of the law’s 2014 deadline for bringing every American child to academic proficiency.

States that prohibit the use of test scores in teacher evaluations, for example, are not eligible for the funds.

Schools that miss their targets in reading and math must offer students the opportunity to transfer to other schools and free after-school tutoring.

The law has, to date, labeled some 30,000 schools as “in need of improvement,” a euphemism for failing, but states and districts have done little to change them.

The well-worn formulas for distributing tens of billions of dollars in federal aid have, for decades, been a mainstay of the annual budgeting process in the nation’s 14,000 school districts.

Educators have complained loudly in the eight years since the law was signed that it was branding tens of thousands of schools as failing but not forcing them to change.

The Obama administration is proposing a sweeping overhaul of President Bush’s signature education law, No Child Left Behind, and will call for broad changes in how schools are judged to be succeeding or failing, as well as for the elimination of the law’s 2014 deadline for bringing every American child to academic proficiency.

In the Race to the Top competition, the administration has required participating states to develop the capability to evaluate teachers based on student test data, at least in part, and on whether teachers are successful in raising student achievement.

The new standards will also define what students need to learn in earlier grades to advance successfully toward high school graduation.

The administration has already made its mark on education through Race to the Top, a federal grant program in which 40 states are competing for $4 billion in education money included in last year’s federal stimulus bill.

Significantly, said those who have been briefed, the White House wants to change federal financing formulas so that a portion of the money is awarded based on academic progress, rather than by formulas that apportion money to districts according to their numbers of students, especially poor students.

He said that although the administration had developed various proposals, it would solicit input from Congressional leaders of both parties in coming weeks to create legislative language that can attract bipartisan support.

States that prohibit the use of test scores in teacher evaluations, for example, are not eligible for the funds.

That effort collapsed, partly because teachers’ unions and other educator groups opposed an effort to incorporate merit pay provisions into a rewritten law.

Yet the administration is not planning to abandon the law’s commitments to closing the achievement gap between minority and white students and to encouraging teacher quality.

Some details of the president’s proposals are expected to be made public on Monday, when the president outlines his $3.8 trillion budget for the 2011 fiscal year.

Educators who have been briefed by administration officials said the proposals for changes in the main law governing the federal role in public schools would eliminate or rework many of the provisions that teachers’ unions, associations of principals, school boards and other groups have found most objectionable.

Instead, under the administration’s proposals, a new accountability system would divide schools into more categories, offering recognition to those that are succeeding and providing large new amounts of money to help improve or close failing schools.

Educators who have been briefed by administration officials said the proposals for changes in the main law governing the federal role in public schools would eliminate or rework many of the provisions that teachers’ unions, associations of principals, school boards and other groups have found most objectionable.

“They want to recast the law so that it is as close to Race to the Top as they can get it, making the money conditional on districts’ taking action to improve schools,” said Jack Jennings, president of the Center on Education Policy, who attended a recent meeting at which administration officials outlined their plans in broad strokes.

Educators who have been briefed by administration officials said the proposals for changes in the main law governing the federal role in public schools would eliminate or rework many of the provisions that teachers’ unions, associations of principals, school boards and other groups have found most objectionable.

The Obama administration is proposing a sweeping overhaul of President Bush’s signature education law, No Child Left Behind, and will call for broad changes in how schools are judged to be succeeding or failing, as well as for the elimination of the law’s 2014 deadline for bringing every American child to academic proficiency.

“They want to recast the law so that it is as close to Race to the Top as they can get it, making the money conditional on districts’ taking action to improve schools,” said Jack Jennings, president of the Center on Education Policy, who attended a recent meeting at which administration officials outlined their plans in broad strokes.

Educators have complained loudly in the eight years since the law was signed that it was branding tens of thousands of schools as failing but not forcing them to change.

In recent meetings with representatives of education groups, Department of Education officials have said they also want to eliminate the school ratings system built on making “adequate yearly progress” on student test scores.

The current system issues the equivalent of a pass-fail report card for every school each year, an evaluation that administration officials say fails to differentiate among chaotic schools in chronic failure, schools that are helping low-scoring students improve and high-performing suburban schools that nonetheless appear to be neglecting some low-scoring students.

States that prohibit the use of test scores in teacher evaluations, for example, are not eligible for the funds.

The well-worn formulas for distributing tens of billions of dollars in federal aid have, for decades, been a mainstay of the annual budgeting process in the nation’s 14,000 school districts.

Educators who have been briefed by administration officials said the proposals for changes in the main law governing the federal role in public schools would eliminate or rework many of the provisions that teachers’ unions, associations of principals, school boards and other groups have found most objectionable.

Some details of the president’s proposals are expected to be made public on Monday, when the president outlines his $3.8 trillion budget for the 2011 fiscal year.

A new goal, which would replace the 2014 universal proficiency deadline, would be for all students to leave high school “college or career ready.”

He said that although the administration had developed various proposals, it would solicit input from Congressional leaders of both parties in coming weeks to create legislative language that can attract bipartisan support.

Peter Cunningham, a Department of Education spokesman, acknowledged that the administration was planning to ask Congress for broad changes to the education law, but declined to describe the changes specifically.

Now the administration hopes to apply similar conditions to the distribution of the billions of dollars that the Department of Education hands out to states and districts as part of its annual budget.

“They want to recast the law so that it is as close to Race to the Top as they can get it, making the money conditional on districts’ taking action to improve schools,” said Jack Jennings, president of the Center on Education Policy, who attended a recent meeting at which administration officials outlined their plans in broad strokes.

The current system issues the equivalent of a pass-fail report card for every school each year, an evaluation that administration officials say fails to differentiate among chaotic schools in chronic failure, schools that are helping low-scoring students improve and high-performing suburban schools that nonetheless appear to be neglecting some low-scoring students.

He said that although the administration had developed various proposals, it would solicit input from Congressional leaders of both parties in coming weeks to create legislative language that can attract bipartisan support.

Significantly, said those who have been briefed, the White House wants to change federal financing formulas so that a portion of the money is awarded based on academic progress, rather than by formulas that apportion money to districts according to their numbers of students, especially poor students.

That effort collapsed, partly because teachers’ unions and other educator groups opposed an effort to incorporate merit pay provisions into a rewritten law.

Earlier this month, Mr. Duncan and more than a dozen other administration officials took steps toward organizing a new rewrite, meeting with the Democratic chairmen and ranking Republican members of the education committees in both houses of Congress.

A new goal, which would replace the 2014 universal proficiency deadline, would be for all students to leave high school “college or career ready.”

The competition has also encouraged states to open the door to more charter schools, which receive public money but are run by independent groups.

The Obama administration is proposing a sweeping overhaul of President Bush’s signature education law, No Child Left Behind, and will call for broad changes in how schools are judged to be succeeding or failing, as well as for the elimination of the law’s 2014 deadline for bringing every American child to academic proficiency.

The current system issues the equivalent of a pass-fail report card for every school each year, an evaluation that administration officials say fails to differentiate among chaotic schools in chronic failure, schools that are helping low-scoring students improve and high-performing suburban schools that nonetheless appear to be neglecting some low-scoring students.

The secretary of education, Arne Duncan, foreshadowed the elimination of the 2014 deadline in a September speech, referring to it as a “utopian goal,” and administration officials have since made clear that they want the deadline eliminated.

The education law has been praised for focusing attention on achievement gaps, but it has also generated tremendous opposition, especially from educators, who contend that it sets impossible goals for students and schools and humiliates students and educators when they fall short.

“They were very clear with us that they would change the metric, dropping adequate yearly progress and basing a new system on another picture of performance based on judging schools in a more nuanced way,” said Bruce Hunter, director of public policy for the American Association of School Administrators, who attended one of the meetings.

Educators have complained loudly in the eight years since the law was signed that it was branding tens of thousands of schools as failing but not forcing them to change.

They want to upend that scheme by making states and districts pledge to take actions the administration considers reform, before they get the money.”

The current system issues the equivalent of a pass-fail report card for every school each year, an evaluation that administration officials say fails to differentiate among chaotic schools in chronic failure, schools that are helping low-scoring students improve and high-performing suburban schools that nonetheless appear to be neglecting some low-scoring students.

They want to upend that scheme by making states and districts pledge to take actions the administration considers reform, before they get the money.”

Some details of the president’s proposals are expected to be made public on Monday, when the president outlines his $3.8 trillion budget for the 2011 fiscal year.

Earlier this month, Mr. Duncan and more than a dozen other administration officials took steps toward organizing a new rewrite, meeting with the Democratic chairmen and ranking Republican members of the education committees in both houses of Congress.

That effort collapsed, partly because teachers’ unions and other educator groups opposed an effort to incorporate merit pay provisions into a rewritten law.

The education law has been praised for focusing attention on achievement gaps, but it has also generated tremendous opposition, especially from educators, who contend that it sets impossible goals for students and schools and humiliates students and educators when they fall short.

The secretary of education, Arne Duncan, foreshadowed the elimination of the 2014 deadline in a September speech, referring to it as a “utopian goal,” and administration officials have since made clear that they want the deadline eliminated.

The well-worn formulas for distributing tens of billions of dollars in federal aid have, for decades, been a mainstay of the annual budgeting process in the nation’s 14,000 school districts.

The well-worn formulas for distributing tens of billions of dollars in federal aid have, for decades, been a mainstay of the annual budgeting process in the nation’s 14,000 school districts.

One section of the current Bush-era law has required states to certify that all teachers are highly qualified, based on their college coursework and state-issued credentials.

Significantly, said those who have been briefed, the White House wants to change federal financing formulas so that a portion of the money is awarded based on academic progress, rather than by formulas that apportion money to districts according to their numbers of students, especially poor students.

In his State of the Union address, Mr. Obama hailed the results so far of that competition, which has persuaded states from Rhode Island to California to make changes in their education laws.

“They want to recast the law so that it is as close to Race to the Top as they can get it, making the money conditional on districts’ taking action to improve schools,” said Jack Jennings, president of the Center on Education Policy, who attended a recent meeting at which administration officials outlined their plans in broad strokes.

Schools that repeatedly miss targets face harsher sanctions, which can include staff dismissals and closings.

Yet the administration is not planning to abandon the law’s commitments to closing the achievement gap between minority and white students and to encouraging teacher quality.

Schools that miss their targets in reading and math must offer students the opportunity to transfer to other schools and free after-school tutoring.

In the Race to the Top competition, the administration has required participating states to develop the capability to evaluate teachers based on student test data, at least in part, and on whether teachers are successful in raising student achievement.

“Right now most federal money goes out in formulas, so schools know how much they’ll get, and then use it to provide services for poor children.

One section of the current Bush-era law has required states to certify that all teachers are highly qualified, based on their college coursework and state-issued credentials.

Educators who have been briefed by administration officials said the proposals for changes in the main law governing the federal role in public schools would eliminate or rework many of the provisions that teachers’ unions, associations of principals, school boards and other groups have found most objectionable.

In the Race to the Top competition, the administration has required participating states to develop the capability to evaluate teachers based on student test data, at least in part, and on whether teachers are successful in raising student achievement.

States that prohibit the use of test scores in teacher evaluations, for example, are not eligible for the funds.

The Obama administration is proposing a sweeping overhaul of President Bush’s signature education law, No Child Left Behind, and will call for broad changes in how schools are judged to be succeeding or failing, as well as for the elimination of the law’s 2014 deadline for bringing every American child to academic proficiency.

In recent meetings with representatives of education groups, Department of Education officials have said they also want to eliminate the school ratings system built on making “adequate yearly progress” on student test scores.

He said that although the administration had developed various proposals, it would solicit input from Congressional leaders of both parties in coming weeks to create legislative language that can attract bipartisan support.

“Right now most federal money goes out in formulas, so schools know how much they’ll get, and then use it to provide services for poor children.

The secretary of education, Arne Duncan, foreshadowed the elimination of the 2014 deadline in a September speech, referring to it as a “utopian goal,” and administration officials have since made clear that they want the deadline eliminated.

“They want to recast the law so that it is as close to Race to the Top as they can get it, making the money conditional on districts’ taking action to improve schools,” said Jack Jennings, president of the Center on Education Policy, who attended a recent meeting at which administration officials outlined their plans in broad strokes.

In his State of the Union address, Mr. Obama hailed the results so far of that competition, which has persuaded states from Rhode Island to California to make changes in their education laws.

Earlier this month, Mr. Duncan and more than a dozen other administration officials took steps toward organizing a new rewrite, meeting with the Democratic chairmen and ranking Republican members of the education committees in both houses of Congress.

The new standards will also define what students need to learn in earlier grades to advance successfully toward high school graduation.

Now the administration hopes to apply similar conditions to the distribution of the billions of dollars that the Department of Education hands out to states and districts as part of its annual budget.

Significantly, said those who have been briefed, the White House wants to change federal financing formulas so that a portion of the money is awarded based on academic progress, rather than by formulas that apportion money to districts according to their numbers of students, especially poor students.

The current system issues the equivalent of a pass-fail report card for every school each year, an evaluation that administration officials say fails to differentiate among chaotic schools in chronic failure, schools that are helping low-scoring students improve and high-performing suburban schools that nonetheless appear to be neglecting some low-scoring students.

The department thinks that’s become too much of an entitlement.

Significantly, said those who have been briefed, the White House wants to change federal financing formulas so that a portion of the money is awarded based on academic progress, rather than by formulas that apportion money to districts according to their numbers of students, especially poor students.

“They were very clear with us that they would change the metric, dropping adequate yearly progress and basing a new system on another picture of performance based on judging schools in a more nuanced way,” said Bruce Hunter, director of public policy for the American Association of School Administrators, who attended one of the meetings.

“They were very clear with us that they would change the metric, dropping adequate yearly progress and basing a new system on another picture of performance based on judging schools in a more nuanced way,” said Bruce Hunter, director of public policy for the American Association of School Administrators, who attended one of the meetings.

The Obama administration is proposing a sweeping overhaul of President Bush’s signature education law, No Child Left Behind, and will call for broad changes in how schools are judged to be succeeding or failing, as well as for the elimination of the law’s 2014 deadline for bringing every American child to academic proficiency.

The administration has already made its mark on education through Race to the Top, a federal grant program in which 40 states are competing for $4 billion in education money included in last year’s federal stimulus bill.

Now the administration hopes to apply similar conditions to the distribution of the billions of dollars that the Department of Education hands out to states and districts as part of its annual budget.

Earlier this month, Mr. Duncan and more than a dozen other administration officials took steps toward organizing a new rewrite, meeting with the Democratic chairmen and ranking Republican members of the education committees in both houses of Congress.

The well-worn formulas for distributing tens of billions of dollars in federal aid have, for decades, been a mainstay of the annual budgeting process in the nation’s 14,000 school districts.

Earlier this month, Mr. Duncan and more than a dozen other administration officials took steps toward organizing a new rewrite, meeting with the Democratic chairmen and ranking Republican members of the education committees in both houses of Congress.

The Obama administration is proposing a sweeping overhaul of President Bush’s signature education law, No Child Left Behind, and will call for broad changes in how schools are judged to be succeeding or failing, as well as for the elimination of the law’s 2014 deadline for bringing every American child to academic proficiency.

Schools that miss their targets in reading and math must offer students the opportunity to transfer to other schools and free after-school tutoring.

Peter Cunningham, a Department of Education spokesman, acknowledged that the administration was planning to ask Congress for broad changes to the education law, but declined to describe the changes specifically.

The current system issues the equivalent of a pass-fail report card for every school each year, an evaluation that administration officials say fails to differentiate among chaotic schools in chronic failure, schools that are helping low-scoring students improve and high-performing suburban schools that nonetheless appear to be neglecting some low-scoring students.

The law has, to date, labeled some 30,000 schools as “in need of improvement,” a euphemism for failing, but states and districts have done little to change them.

The administration has already made its mark on education through Race to the Top, a federal grant program in which 40 states are competing for $4 billion in education money included in last year’s federal stimulus bill.

Educators who have been briefed by administration officials said the proposals for changes in the main law governing the federal role in public schools would eliminate or rework many of the provisions that teachers’ unions, associations of principals, school boards and other groups have found most objectionable.

Some details of the president’s proposals are expected to be made public on Monday, when the president outlines his $3.8 trillion budget for the 2011 fiscal year.

Currently more than 40 states are collaborating, in an effort coordinated by the National Governors Association and encouraged by the administration, to write common standards defining what it means to be a graduate from high school ready for college or a career.

The current system issues the equivalent of a pass-fail report card for every school each year, an evaluation that administration officials say fails to differentiate among chaotic schools in chronic failure, schools that are helping low-scoring students improve and high-performing suburban schools that nonetheless appear to be neglecting some low-scoring students.

The last serious attempt to rewrite the law was in 2007.

“They want to recast the law so that it is as close to Race to the Top as they can get it, making the money conditional on districts’ taking action to improve schools,” said Jack Jennings, president of the Center on Education Policy, who attended a recent meeting at which administration officials outlined their plans in broad strokes.

Yet the administration is not planning to abandon the law’s commitments to closing the achievement gap between minority and white students and to encouraging teacher quality.

Earlier this month, Mr. Duncan and more than a dozen other administration officials took steps toward organizing a new rewrite, meeting with the Democratic chairmen and ranking Republican members of the education committees in both houses of Congress.

“Right now most federal money goes out in formulas, so schools know how much they’ll get, and then use it to provide services for poor children.

Significantly, said those who have been briefed, the White House wants to change federal financing formulas so that a portion of the money is awarded based on academic progress, rather than by formulas that apportion money to districts according to their numbers of students, especially poor students.

Instead, under the administration’s proposals, a new accountability system would divide schools into more categories, offering recognition to those that are succeeding and providing large new amounts of money to help improve or close failing schools.

Earlier this month, Mr. Duncan and more than a dozen other administration officials took steps toward organizing a new rewrite, meeting with the Democratic chairmen and ranking Republican members of the education committees in both houses of Congress.

Schools that miss their targets in reading and math must offer students the opportunity to transfer to other schools and free after-school tutoring.

Now the administration hopes to apply similar conditions to the distribution of the billions of dollars that the Department of Education hands out to states and districts as part of its annual budget.

In recent meetings with representatives of education groups, Department of Education officials have said they also want to eliminate the school ratings system built on making “adequate yearly progress” on student test scores.

The secretary of education, Arne Duncan, foreshadowed the elimination of the 2014 deadline in a September speech, referring to it as a “utopian goal,” and administration officials have since made clear that they want the deadline eliminated.

The education law has been praised for focusing attention on achievement gaps, but it has also generated tremendous opposition, especially from educators, who contend that it sets impossible goals for students and schools and humiliates students and educators when they fall short.

In his State of the Union address, Mr. Obama hailed the results so far of that competition, which has persuaded states from Rhode Island to California to make changes in their education laws.

The well-worn formulas for distributing tens of billions of dollars in federal aid have, for decades, been a mainstay of the annual budgeting process in the nation’s 14,000 school districts.

“They want to recast the law so that it is as close to Race to the Top as they can get it, making the money conditional on districts’ taking action to improve schools,” said Jack Jennings, president of the Center on Education Policy, who attended a recent meeting at which administration officials outlined their plans in broad strokes.

Currently the education law requires the nation’s 98,000 public schools to make “adequate yearly progress” as measured by student test scores.

The administration has already made its mark on education through Race to the Top, a federal grant program in which 40 states are competing for $4 billion in education money included in last year’s federal stimulus bill.

The secretary of education, Arne Duncan, foreshadowed the elimination of the 2014 deadline in a September speech, referring to it as a “utopian goal,” and administration officials have since made clear that they want the deadline eliminated.

He said that although the administration had developed various proposals, it would solicit input from Congressional leaders of both parties in coming weeks to create legislative language that can attract bipartisan support.

Some details of the president’s proposals are expected to be made public on Monday, when the president outlines his $3.8 trillion budget for the 2011 fiscal year.

Currently more than 40 states are collaborating, in an effort coordinated by the National Governors Association and encouraged by the administration, to write common standards defining what it means to be a graduate from high school ready for college or a career.

States that prohibit the use of test scores in teacher evaluations, for example, are not eligible for the funds.

He said that although the administration had developed various proposals, it would solicit input from Congressional leaders of both parties in coming weeks to create legislative language that can attract bipartisan support.

Educators have complained loudly in the eight years since the law was signed that it was branding tens of thousands of schools as failing but not forcing them to change.

In his State of the Union address, Mr. Obama hailed the results so far of that competition, which has persuaded states from Rhode Island to California to make changes in their education laws.

The secretary of education, Arne Duncan, foreshadowed the elimination of the 2014 deadline in a September speech, referring to it as a “utopian goal,” and administration officials have since made clear that they want the deadline eliminated.

He said that although the administration had developed various proposals, it would solicit input from Congressional leaders of both parties in coming weeks to create legislative language that can attract bipartisan support.

The current system issues the equivalent of a pass-fail report card for every school each year, an evaluation that administration officials say fails to differentiate among chaotic schools in chronic failure, schools that are helping low-scoring students improve and high-performing suburban schools that nonetheless appear to be neglecting some low-scoring students.

Some details of the president’s proposals are expected to be made public on Monday, when the president outlines his $3.8 trillion budget for the 2011 fiscal year.

He said that although the administration had developed various proposals, it would solicit input from Congressional leaders of both parties in coming weeks to create legislative language that can attract bipartisan support.

He said that although the administration had developed various proposals, it would solicit input from Congressional leaders of both parties in coming weeks to create legislative language that can attract bipartisan support.

Mr. Duncan has publicly endorsed such an approach, Mr. Cunningham said.

“They want to recast the law so that it is as close to Race to the Top as they can get it, making the money conditional on districts’ taking action to improve schools,” said Jack Jennings, president of the Center on Education Policy, who attended a recent meeting at which administration officials outlined their plans in broad strokes.

The education law has been praised for focusing attention on achievement gaps, but it has also generated tremendous opposition, especially from educators, who contend that it sets impossible goals for students and schools and humiliates students and educators when they fall short.

The administration has already made its mark on education through Race to the Top, a federal grant program in which 40 states are competing for $4 billion in education money included in last year’s federal stimulus bill.

The administration has already made its mark on education through Race to the Top, a federal grant program in which 40 states are competing for $4 billion in education money included in last year’s federal stimulus bill.

Instead, under the administration’s proposals, a new accountability system would divide schools into more categories, offering recognition to those that are succeeding and providing large new amounts of money to help improve or close failing schools.

Significantly, said those who have been briefed, the White House wants to change federal financing formulas so that a portion of the money is awarded based on academic progress, rather than by formulas that apportion money to districts according to their numbers of students, especially poor students.

“They were very clear with us that they would change the metric, dropping adequate yearly progress and basing a new system on another picture of performance based on judging schools in a more nuanced way,” said Bruce Hunter, director of public policy for the American Association of School Administrators, who attended one of the meetings.

Now the administration hopes to apply similar conditions to the distribution of the billions of dollars that the Department of Education hands out to states and districts as part of its annual budget.

“They were very clear with us that they would change the metric, dropping adequate yearly progress and basing a new system on another picture of performance based on judging schools in a more nuanced way,” said Bruce Hunter, director of public policy for the American Association of School Administrators, who attended one of the meetings.

He said that although the administration had developed various proposals, it would solicit input from Congressional leaders of both parties in coming weeks to create legislative language that can attract bipartisan support.

Educators who have been briefed by administration officials said the proposals for changes in the main law governing the federal role in public schools would eliminate or rework many of the provisions that teachers’ unions, associations of principals, school boards and other groups have found most objectionable.

The last serious attempt to rewrite the law was in 2007.

Significantly, said those who have been briefed, the White House wants to change federal financing formulas so that a portion of the money is awarded based on academic progress, rather than by formulas that apportion money to districts according to their numbers of students, especially poor students.

Educators have complained loudly in the eight years since the law was signed that it was branding tens of thousands of schools as failing but not forcing them to change.

“They want to recast the law so that it is as close to Race to the Top as they can get it, making the money conditional on districts’ taking action to improve schools,” said Jack Jennings, president of the Center on Education Policy, who attended a recent meeting at which administration officials outlined their plans in broad strokes.

Some details of the president’s proposals are expected to be made public on Monday, when the president outlines his $3.8 trillion budget for the 2011 fiscal year.

The changes would have to be approved by Congress, which has been at a stalemate for years over how to change the policy.

The well-worn formulas for distributing tens of billions of dollars in federal aid have, for decades, been a mainstay of the annual budgeting process in the nation’s 14,000 school districts.

The Obama administration is proposing a sweeping overhaul of President Bush’s signature education law, No Child Left Behind, and will call for broad changes in how schools are judged to be succeeding or failing, as well as for the elimination of the law’s 2014 deadline for bringing every American child to academic proficiency.

Currently more than 40 states are collaborating, in an effort coordinated by the National Governors Association and encouraged by the administration, to write common standards defining what it means to be a graduate from high school ready for college or a career.

“They want to recast the law so that it is as close to Race to the Top as they can get it, making the money conditional on districts’ taking action to improve schools,” said Jack Jennings, president of the Center on Education Policy, who attended a recent meeting at which administration officials outlined their plans in broad strokes.

In the Race to the Top competition, the administration has required participating states to develop the capability to evaluate teachers based on student test data, at least in part, and on whether teachers are successful in raising student achievement.

In his State of the Union address, Mr. Obama hailed the results so far of that competition, which has persuaded states from Rhode Island to California to make changes in their education laws.

Significantly, said those who have been briefed, the White House wants to change federal financing formulas so that a portion of the money is awarded based on academic progress, rather than by formulas that apportion money to districts according to their numbers of students, especially poor students.