The No Child Left Behind (NCLB) Act was passed with bipartisan support in both the United States House and Senate. Even Senator Kerry voted for the law and lauded its passage saying, "This legislation requires states, districts, and schools to set annual goals for raising student achievement so that all students achieve proficiency in 12 years. … And in addition to requiring tough corrective actions for chronically failing schools, it gives students in failing schools the right to either transfer to a better public school or obtain supplemental services."

I want to provide every inch of flexibility there is within the law without watering down the law's intent. I value the input of teachers and local school leaders because they are on the front lines of education reform. In response to the feedback they provided, the U.S. Department of Education has already made several adjustments to provide the flexibility needed to make the law work even better.

First, we gave states the flexibility to provide alternate assessments to special needs students with the most significant cognitive disabilities. In other words, these students will be assessed by their achievement of standards deemed appropriate for their intellectual development, thus allowing states to more accurately gauge their progress. The results of these assessments will be included in determining whether schools make adequate yearly progress.

Second, I am providing the flexibility necessary to accommodate the unique needs of Limited English Proficient (LEP) students. LEP students, during their first year of enrollment in U.S. schools, have the option of taking the reading or language arts content assessment in addition to taking the English language proficiency assessment. Schools also have extra time to show that English-learning students are making gains. And states have the flexibility to include students who have attained English language proficiency in the LEP subgroup for up to two years in order to ensure that adequate yearly progress calculations appropriately credit schools for improving English language proficiency.

Third, I am providing additional flexibility to help teachers meet the highly qualified status required by the law. States may determine -- based on their current certification requirements -- to allow science teachers to demonstrate that they are highly qualified either in "broad field" science or individual fields of science (such as physics, biology, or chemistry). Current teachers do not have to return to school or take a test in every subject to demonstrate that they meet highly qualified requirements. The department allows states to create an alternative method for teachers to certify they know the subject they teach. Rural teachers and middle school and special education teachers also are provided additional flexibility in order to meet the law's requirement.

I stand committed to working with local school officials, state leaders, teachers, and members of Congress to make sure the law works for all of our teachers and students.

I will work to make reform work for our schools. That means high standards -- and common sense. Today, many states are measuring student achievement with fill-in-the-bubble tests that limit both teaching and learning. We will offer the support needed for states to use sophisticated tests that capture the full range of skills that we want students to develop.

Having correctly revised key regulations measuring school achievement under No Child Left Behind, the current administration is refusing to apply those new regulations retroactively. I will ensure accurate assessments of schools' success.