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The No Child Left Behind Act of 2001 (NCLB) requires paraprofessionals to have an associate of arts (AA) degree, have attended two years of college or be able to demonstrate "through a state or local academic assessment, knowledge of, and the ability to assist in the instruction of reading, writing and math in public school classrooms."

This assessment requirement has been interpreted by states in different ways. But the bottom line is that paraprofessionals are required to exhibit the reading, writing and mathematics skills appropriate for their assigned roles, and to demonstrate the ability to assist teachers in providing classroom instruction in these core subjects.

Paraprofessional skills assessments have been developed, and are now being offered by commercial test vendors to states and districts interested in offering the examination as an option to current and prospective employees. Many states are choosing to develop their own assessment tools, or to use existing basic-skills tests developed for other purposes. Community colleges in many locations are now offering workshops to help paraprofessionals prepare for such exams.

Among the formal assessments currently available are the Education Testing Service (ETS) ParaPro Assessment, American College Testing (ACT) WorkKeys, Basic-Skills Tests and the University of Nebraska at Lincoln’s Project Para.

ETS ParaPro Assessment
The ParaPro Assessment for practicing and prospective paraprofessionals was developed in direct response to the new NCLB requirements. It measures skills and knowledge in reading, math and writing, as well as the ability to apply those skills and knowledge to assist in classroom instruction.

The test consists of 90 multiple-choice questions, roughly two-thirds of which focus on basic skills and knowledge; the remaining questions focus on the application of those skills and knowledge in a classroom setting. A paper-and-pencil version of the test is offered six times a year at ETS' national test centers, typically located at colleges or universities. An Internet-based version of the test is available through participating school districts. Both versions of the test take approximately two-and-a-half hours to complete and cost $40.

Practice tests and study guides are available on the ETS Web site. ETS and PLATO Learning have collaborated on an Internet-delivered test preparation package that offers users Web-based instructional support and learning courseware; a simulated test that gives learners an experience closely related to the ParaPro Assessment; feedback and instructional guidance regarding users’ strengths and weaknesses in reading, writing and math and the application of these skills to teaching; and guidance for creating individualized learning paths to improve basic skills and prepare for the ParaPro Assessment. Required minimum passing scores vary by state and school district, but range from a low of 450 in Louisiana to a high of 467 required by some school districts in Texas. [Link to state listing.]

ACT WorkKeys
The WorkKeys Proficiency Certificate for Teacher Assistants enables paraprofessional teacher assistants in Title I-funded schools to demonstrate their proficiency in three content areas -- reading, writing and math -- as well as their skills in assisting teachers in the classroom.

Computerized and paper versions of proficiency tests are available in Applied Mathematics, Reading for Information, Writing and Business Writing. In addition, ACT offers a computer-delivered, performance-based assessment, the Instructional Support Inventory. It is completed by a knowledgeable observer who assesses the teacher assistant's classroom teaching skills, similar to teacher evaluation processes used in schools nationwide.

Through testing and on-the-job observation, teacher assistants can demonstrate knowledge and skill levels in line with what is achieved in two years of postsecondary study. Examinees who successfully complete all program components earn a certificate of performance. In order for paraprofessionals to receive the certificate, they must meet or exceed Level 4 of Reading for Information, Level 4 of Applied Mathematics, Level 3 of Writing or Business Writing, and be rated "acceptable" on the Instructional Support Inventory.

Schools and districts in several states are using WorkKeys assessments to evaluate teacher assistants. Online practice tests are available on the ACT Web site to help students become familiar with the test. Many community colleges across the country are certified as WorkKeys Centers and offer testing services.

Basic-Skills Tests
At least seven states (Georgia, New York, Nevada, Arkansas, Oklahoma, South Dakota and West Virginia) have policies that mandate college placement tests for all freshmen in public postsecondary institutions, and establish how well students must do on those assessments in order to take college-level courses. Six states (Arkansas, Florida, Georgia, South Dakota, Tennessee and Texas) have established statewide tests to measure postsecondary student learning. Sometimes called "rising junior" tests, these exams typically require a student to demonstrate mastery of college-level skills in reading, writing and mathematics before entering upper-division coursework at a college or university.

Both college placement tests and the "rising junior" tests measure college-level skills in reading, writing and math, and may be used by some states or local school districts as an assessment tool to certify the academic skills of practicing or prospective paraprofessionals under NCLB guidelines.

Project Para
Project Para, developed by the University of Nebraska at Lincoln (UNL), provides materials, training and support to enhance newly developing or existing paraprofessional programs at the school, district or university level. The self-study program focuses on pre-service, in-service and on-the-job training. It is coupled with group and practicum activities at local schools that paraprofessionals conduct with supervising teachers.

The UNL Web site http://para.unl.edu/default.html provides the basic introductory training program. A hard copy of the training modules is not available. The online training modules include:

• Roles and Responsibilities of Paraprofessionals
• Ethical Issues for Paraprofessionals
• Organization and Management of the Classroom
• Developing Instruction Skills
• Behavior Management
• Observing and Recording Student Performance
• Effective Communication with Students, Teachers and Other Professionals
• A Guide to Special Education Programs and Procedures

The UNL Web site, developed as part of a federal grant project, is maintained as a resource for schools and provided as a service at no cost to schools or participants.

The program is designed to work in cooperation with a local school or district. Schools interested in becoming a site for the course should contact UNL. Results are e-mailed to an instructor or mentor provided by the school; the instructor provides participants with feedback and monitors their progress. The school is responsible for certifying participants who have completed the activities. Another option is for paraprofessionals to use the materials on their own but without the built-in feedback or support mechanisms.