'Crisis Brewing?' Paraprofessionals and the No Child Left Behind Act

The No Child Left Behind Act (NCLB), enacted in January 2002, includes among its provisions new requirements for all employees providing instructional support (paraprofessionals, teacher aides, tutors, etc.) in programs/schools supported with Title I, Part A funds. The law stipulates that paraprofessionals or teacher aides must meet one of the following criteria: hold an associate's degree (or higher), complete at least two years in an institution of higher education, or obtain a passing score on a test that measures reading, writing, and mathematics competency. Two problems seem likely. First, schools that employ teacher aides could lose staff unable to comply with NCLB by the 2006 deadline. Second, the preconditions for employment might prevent many traditional candidates from being hired. The loss of bilingual and other aides could exacerbate the difficulties already facing high-poverty schools, because these schools tend to rely disproportionately on the use of paraprofessionals. The research described in this document focuses on areas where these high-poverty schools are found. A survey was conducted of all states and the District of Columbia, and of a sample of urban and rural school districts. To be included in the survey population, districts had to meet three criteria: high percentage of Title I-eligible schools, high percentage of students qualifying for free and reduced lunch, and high percentage of teacher aides. Forty-four out of fifty states responded to the survey, as did 79 districts (35 urban and 44 rural). The key findings of this study are presented in this report. (Contains 2 figures and 4 notes.) [This document was prepared as part of the Program for Evaluation and Equity Research (PEER).]