The following are updated frequently asked questions (FAQs) pertaining to the No Child Left Behind (NCLB) Act of 2001 (PL 107-110). This information will continue to be updated and expanded as new information becomes available.
The FAQs are organized into the following categories:
- No Child Left Behind Teacher Requirements; and
- High Objective Uniform State Standard of Evaluation (HOUSSE)
Category A
No Child Left Behind Teacher Requirements
Social Science
Since the No Child Left Behind (NCLB) Act of 2001 lists four separate subject areas (civics/government, economics, history, and geography), how can a social science credentialed teacher demonstrate NCLB compliance?
We are still waiting for further guidance from the United States Department of Education (USDOE) on issues for social science teachers. However, social science credentialed teachers can utilize their college major (or major equivalent) to verify NCLB subject matter compliance, if it matches one of the four NCLB social science areas (e.g., a political science major would be compliant in civics/government). Social science teachers "not new" to the profession can demonstrate subject matter competency through the HOUSSE process to verify NCLB compliance.
Adult Education Teachers
If a high school student takes an adult education class to make up a graduation requirement, does the adult education teacher need to meet the NCLB requirements?
No. The decision by the school district to give the student credit for a course taken in an adult education program is similar to the district giving credit for experiences/courses in other non-district settings. NCLB Highly Qualified Teacher (HQT) Compliance is a K-12 requirement, not an adult education requirement.
Local Teaching Assignment Options
If a teacher has been serving on a local teaching assignment option and the LEA completes the HOUSSE procedure for a teacher and finds him or her NCLB compliant in the subject of the local assignment option, does the LEA still need to approve a Board Resolution for the local assignment option, including receiving teacher consent?
Yes. The teacher must hold the appropriate credential and/or authorization to serve in the assignment, including the yearly approval by the school board and teacher consent for the local teaching assignment option. The teacher must also have appropriate NCLB subject matter competence, such as HOUSSE, to be NCLB compliant.
Category B
High Objective Uniform State Standard of Evaluation (HOUSSE)
Professional Development
Is there a maximum or minimum number of points that a teacher can claim in the professional development section of the HOUSSE?
There is no specified maximum number of points in this section, though experienced teachers would most likely use a combination of points on the various sections of the HOUSSE, including the section on teaching experience. The intent is to credit only long-term, intensive professional development, so it would not be appropriate to count less than the minimum of 20 hours (5 points credit).
Teacher Observation
Can a teacher evaluation conducted in prior years be counted this year for HOUSSE, Part 2, if it was based on the California Standards for the Teaching Profession? (Standards 3 and 5.1)
Regulations authorizing this option with a focus on content standards and the Standards for the Teaching Profession did not go into effect until the 2003-04 school year. Therefore, observations before that time would not be valid for the HOUSSE process.
HOUSSE-Forms
Does a local educational agency (LEA) have to use the state NCLB HOUSSE forms, or can local forms be used, if they are comparable?
Local educational agencies may attach completed local forms containing the same information as Forms 1, 2, and/or 3. All the forms remain in the district, and only the summary data are submitted to the state.
