| Exhibit 1 |
Key Provisions of the No Child Left Behind Act |
| Exhibit 2 |
Number of Schoolwide Programs and Targeted Assistance Schools, 1994-95 to 2004-05 |
| Exhibit 3 |
Average Title I School Allocation Per Low-Income Student, by School Poverty Level, 1997-98 and 2004-05(in constant 2004-05 dollars) |
| Exhibit 4 |
Student Achievement Trends on State Assessments in 4th-Grade Reading and Mathematics, from 2002-03 to 2004-05, by Student Subgroup |
| Exhibit 5 |
Main NAEP Results in Reading and Mathematics, 1990 to 2005: Average Scale Scores in 4th Grade by Race/Ethnicity |
| Exhibit 6 |
Percentage of Schools Identified for Improvement, By School Characteristics, 2005-06 |
| Exhibit 7 |
AYP Targets Missed by Schools That Did Not Make Adequate Yearly Progress, 2004-05 |
| Exhibit 8 |
Improvement Needed to Reach 100 Percent Proficiency by 2013-14, by Level of Difficulty of State Academic Achievement Standards, for 8th Grade Mathematics |
| Exhibit 9 |
Number of Students Participating in Title I School Choice and Supplemental Services, 2002-03 to 2004-05 |
| Exhibit 10 |
Participation Rates for Title I School Choice and Supplemental Educational Services, By Student Subgroup, in Nine Large Urban School Districts, 2004-05* |
| Exhibit 11 |
Percentage of Teachers Participating in Professional Development(PD) Focused on Instructional Strategies for Reading and Mathematics, 2003-04 |
| Exhibit 12 |
Baseline Characteristics of the Analysis Sample - 3rd Grade and 5th Grade |
| Exhibit 13 |
Impacts on Reading Test Scores for 3rd and 5th Grade Cohorts One Year After the Intervention Year |
| Exhibit 14 |
Impacts on PSSA Reading and Math Scores for 3rd and 5th Grade Cohorts Late March/Early April of the Intervention Year |
| Exhibit 15 |
Relative Gap Reduction (RGR): All Interventions Combined One Year After the Intervention Year |
