Search results
- NCLB was the product of a collaboration between civil rights and business groups, as well as both Democrats and Republicans on Capitol Hill and the Bush administration, which sought to advance American competitiveness and close the achievement gap between poor and minority students and their more advantaged peers.
www.edweek.org › policy-politics › no-child-left-behind-an-overview
People also ask
What is the no child left behind Act?
When did the no child left behind Act of 2001 become law?
How did the NCLB change education?
How does NCLB impact student achievement?
Apr 10, 2015 · The No Child Left Behind Act (NCLB), which passed Congress with overwhelming bipartisan support in 2001 and was signed into law by President George W. Bush on Jan. 8, 2002, is the name for...
Aug 30, 2017 · Many people have worried about possible adverse effects of high-stakes testing on socioemotional outcomes. This article uses a difference-in-differences approach to investigate the effects of the introduction of high-stakes testing via the No Child Left Behind Act on socioemotional outcomes.
- Camille R. Whitney, Christopher A. Candelaria
- 2017
The “No Child Left Behind Act (2002),” or NCLB is the culmination of decades of political tension revolving around education and represents a massive, bipartisan reform effort that fundamentally altered the role of the federal government in the public education of the children of the United States.
Aug 25, 2011 · The No Child Left Behind (NCLB) Act was intended to promote higher levels of performance in U.S. public education by tying a school’s federal funding directly to student achievement as measured by standardized test scores.
The No Child Left Behind Act of 2001, President George W. Bush's education-reform bill, was signed into law on Jan. 8, 2002. By all accounts, it is the most sweeping education-reform...
Abstract. The No Child Left Behind (NCLB) Act compelled states to design school account. ability systems based on annual student assessments. The effect of this federal leg islation on the distribution of student achievement is a highly controversial but centrally important question.
This policy analysis sheds light on the social and emotional risk factors that prevent students from succeeding in school but are missing from NCLB and contributing to its lack of effectiveness.
