Search results
Aug 30, 2017 · The No Child Left Behind (NCLB) Act of 2001 was the first national law to require consequences for U.S. schools based on students’ standardized test scores. Although the NCLB era officially came to a close in December 2015, the Every Student Succeeds Act (ESSA), NCLB’s replacement, continues to include consequences for schools according to standardized test scores.
- Login
The No Child Left Behind (NCLB) Act of 2001 was the first...
- Forgotten your password
We would like to show you a description here but the site...
- Login
3 days ago · The controversial No Child Left Behind Act (NCLB) brought test-based school accountability to scale across the United States. This study draws together results from multiple data sources to ...
People also ask
What is the no child left behind Act?
When did the no child left behind Act of 2001 become law?
What are the principles of no child left behind?
Will the no child left behind Act reach 100 percent?
The No Child Left Behind (NCLB) Act is potentially the most significant educational initiative to have been enacted in decades. Among the salient elements of this initiative are requirements that all students have qualified teachers and be given the opportunity to attend high-quality schools.
- Richard L. Simpson, Paul G. Lacava, Patricia S Ampson Graner
- 2004
- How Did States Implement NCLB Provisions?
- How Did States Perform with NCLB in place?
- How Did Funding Change, and How Did Districts Respond to Poor Performance?
- How Did Parents Respond to The Services provided?
- How Can NCLB Be Made More Effective?
Overall, NCLB has succeeded in its intent to establish a nationwide school and teacher accountability infrastructure that focuses on student outcomes and emphasizes improving the lowest-performing schools and students. However, the flexibility NCLBprovided to states has resulted in the establishment of 52 different accountability systems—one for ea...
Progress to date in the share of students who are proficient in reading and mathematics suggests that the goal of having 100 percent of the nation's students proficient in reading and mathematics by 2014 will not be met. At the same time, NCLB's narrow focus on these two academic areas and the states' reliance on similarly narrow student tests have...
Education stakeholders received funding to improve student performance. There was a 51 percent increase (in constant dollars) in Title I appropriations between 1997–1998 and 2004–2005, but the overall share of Title I funds going to the highest-poverty districts remained essentially the same. There was an increase in the share of Title I funds reta...
While the number of students taking advantage of the school choice and supplemental educational services options has increased over time, participation rates of eligible students for either option remain low. Part of the reason for low participation is administrative, and part is the preference of parents. Parents often chose not to participate bec...
Should Congress reauthorize NCLB, RAND researchers recommend that it consider the following changes: 1. Promote more uniform academic standards and teacher qualification requirements across states. 2. Set more appropriate improvement targets using alternative accountability approaches that incorporate growth without the current targeting structure....
- Brian M. Stecher, Georges Vernez, Paul S. Steinberg
- Ebook
- 2010
Apr 10, 2015 · The No Child Left Behind law—the 2002 update of the Elementary and Secondary Education Act—effectively scaled up the federal role in holding schools accountable for student outcomes. In ...
- aklein@educationweek.org
- Assistant Editor
No Child Left Behind is the 21st-century iteration of this first major federal foray into education policy—a realm that is still mainly a state and local function, as envisioned by our Founding Fathers. On Jan. 8, 2002, President Bush signed the No Child Left Behind Act of 2001 (P.L. 107-110) into law with overwhelming bipartisan No Child ...
One of the goals of the No Child Left Behind Act of 2001 (NCLB; 20 U.S.C. § 6301) was to close racial and socioeconomic achievement gaps. Over a decade has passed since NCLB went into effect. In this paper we investigate whether the Act has been successful at narrowing racial achievement gaps.
