Relevant bibliographies by topics / No Child Left Behind Act of 2001 (United States)

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'No Child Left Behind Act of 2001 (United States)'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 February 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'No Child Left Behind Act of 2001 (United States).'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "No Child Left Behind Act of 2001 (United States)"

1

Ramsay-Jordan, Natasha. "Preparation and The Real World of Education: How Prospective Teachers Grapple with Using Culturally Responsive Teaching Practices in the Age of Standardized Testing." International Journal of Educational Reform 29, no. 1 (September 18, 2019): 3–24. http://dx.doi.org/10.1177/1056787919877142.

Full text
Abstract:
The most highlighted provision and consequence of the reauthorization of the 1965 Elementary and Secondary Education Act (ESEA), the No Child Left Behind (NCLB) Act of 2001, is obsessive practices of assessing students across the United States (U.S.). Despite newly named policies, including Every Student Succeed Act (ESSA) of 2015, which governs current U.S. K-12 education standards, concerns over NCLB’s unprecedented fixation on high stakes testing remain acute for many school districts. This manuscript examines the struggles of four preservice secondary mathematics teachers (PMTs) who grappled with enacting culturally responsive teaching practices at schools that aimed to meet accountability standards.
APA, Harvard, Vancouver, ISO, and other styles
2

Ellis, Mark. "Leaving No Child behind Yet Allowing None Too Far Ahead: Ensuring (In)Equity in Mathematics Education through the Science of Measurement and Instruction." Teachers College Record: The Voice of Scholarship in Education 110, no. 6 (June 2008): 1330–56. http://dx.doi.org/10.1177/016146810811000603.

Full text
Abstract:
Background/Context For the past century, mathematics education in the United States has been effective at producing outcomes mirroring society's historical inequities. The enactment of the No Child Left Behind Act in 2001 was intended to address these differential educational outcomes. Given the scope of this legislation's impact on the way in which states, districts, and schools evaluate mathematics learning and conceptualize reforms in the teaching of mathematics, it is critical to examine the possible effects this may have on how mathematical proficiency is determined and distributed. Purpose/Focus of Study This inquiry raises questions about the manner in which the No Child Left Behind Act aims to improve mathematics education through an increased reliance on “objective” science. Specifically, the argument put forth here is that the policies of the No Child Left Behind Act leverage and intensify the “dividing practices” instituted in the early 20th century as a means of justifying the differential stratification of students in schools, thereby making equitable educational outcomes less likely than not. The questions guiding this inquiry are: How did these dividing practices first develop? What are the taken-for-granted assumptions under which they operate? How might technologies related to these practices, given renewed status due to the requirements of the NCLB Act, impact mathematics education? Research Design This inquiry takes the format of an analytic essay, drawing on both a historical perspective of efforts to improve education in the United States through a reliance on scientific methods, and an examination of recent evidence as to how the No Child Left Behind legislation's policies are bring implemented in relation to the assessment and teaching of mathematics. Conclusions/Recommendations Although the intent of the No Child Left Behind legislation is to identify schools in which students are not being educated well and to compel improvement, its approach to doing so is built on a model from which long-standing disparities were constructed in the first place. The use of high-stakes standardized testing and direct instruction (DI) methods of teaching—both likely effects of the policies of the NCLB Act—reify the idea that mathematics is something to be put into students’ heads, apart from their lived experiences and daily lives. This approach to mathematics education provides a rationale for students’ (continued) stratification within an “objective” system of standardized testing and instruction. When considering reforms that aim to reduce inequities in educational outcomes, particularly in mathematics, forms of assessment and instruction must be developed and promoted that get away from the divisiveness of the traditional truth games and move toward a focus on students making sense of mathematics in ways that are meaningful, flexible, and connected to their sense of self.
APA, Harvard, Vancouver, ISO, and other styles
3

Sisk, Dorothy. "Psychosocial Development of the Gifted: Implications for a Counseling Intervention for Gifted Students." Gifted Education International 19, no. 3 (April 2005): 213–25. http://dx.doi.org/10.1177/026142940501900304.

Full text
Abstract:
Traditional approaches to the education of gifted children and youth have focused on cognitive dimensions, with a program emphasis of enriched and accelerated education, providing services in special classes, special schools, and in the regular classroom. In the current public school environment in the United States, considerable attention is being placed on raising standards and testing students. No piece of educational legislation in the past decade has stirred as much comment and controversy as the No Child Left Behind Act that includes a mandate for an extensive testing program across major subject areas (Gallagher, 2004). Academic success and cognitive development have become the focus of educational programs, especially for gifted students. Gifted students feel pressure to succeed; consequently, their emotional and social development is being neglected by the school (Fleith, 2001). This paper examines the critical importance of developing the emotional, social and personal self of the exceptional child who needs to understand the intensities and challenges of functioning fully as a gifted person. The paper includes a summary of the essential counseling interventions for Gifted students.
APA, Harvard, Vancouver, ISO, and other styles
4

Goodwin, A. Lin. "Curriculum as Colonizer: (Asian) American Education in the Current U.S. Context." Teachers College Record: The Voice of Scholarship in Education 112, no. 12 (December 2010): 3102–38. http://dx.doi.org/10.1177/016146811011201201.

Full text
Abstract:
Background/Context The United States is currently undergoing a period of unprecedented immigration, with the majority of new arrivals coming from Asia and Latin America, not Europe. Asian Americans and Pacific Islanders (APIs) represent the fastest growing racial group in the United States, and schools are again being asked to socialize newcomer students, many of whom are APIs. Yet, even as the United States becomes more racially diverse, the national mindset regarding immigrants and immigration ranges from ambivalent to increasingly (and currently) hostile, and is often contradictory. “American” typically is imagined as “White,” and perceptions of APIs and people of color as “other” remain cemented in our collective psyche. It is this sociohistorical-political context that frames the education and socialization of Asian American citizens, immigrants, and their children. Objective/Focus As APIs are absorbed into the fabric of society, how will they define themselves? How will they be defined? This article begins by deconstructing the social category Asian and Pacific Islander in order to reveal the immense diversity contained under this label. The discussion illuminates both the horizontal diversity of APIs—differences between ethnic groups, and vertical diversity—differences within ethnic groups, to underscore the insufficiency of the API label. Against the diverse backdrop that APIs truly (re)present, (Asian) American education framed by three curricular contexts in the United States—the major reforms of the 2001 No Child Left Behind Act, culturally relevant pedagogy, and the “model minority” mythology—is theorized using postcolonial theory as an analytic lens. The article concludes with thoughts on how APIs can resist domination and what might be sites of resistance in schools or society. Research Design This is an analytic essay that examines both historical and contemporary educational and policy contexts. Conclusions/Recommendations Curriculum, defined not simply as subject matter content and instructional procedures, but as a tool of acculturation and a depository of (U.S.) national and cultural values, has the power to emancipate or colonize. Each of the three curricular contexts in the United States—the major reforms of the No Child Left Behind Act, culturally relevant pedagogy, and the “model minority” mythology—exemplify the role Curriculum plays in defining, silencing, and/or marginalizing APIs. Imagined sites of resistance against Curriculum as colonizer include this very page, where one voice deliberately pushes back against the obfuscation of fixed realities layered onto people of Asian descent in the United States, the reexamination and revision(ing) of teacher preparation curricula, and the larger policy arena.
APA, Harvard, Vancouver, ISO, and other styles
5

Brown, Christopher. "Staking out the successful student." education policy analysis archives 13 (February 17, 2005): 14. http://dx.doi.org/10.14507/epaa.v13n14.2005.

Full text
Abstract:
With the performance of students, teachers, and schools defining success under current standards-based accountability policies (e.g. Chicago Public Schools (Note 1); No Child Left Behind Act, (United States Department of Education, 2002)), school districts are implementing various forms of intervention programs as a means to improve student performance. By examining a pilot summer school program that is transitioning from a ‘low-stakes' to a ‘high-stakes' intervention program, this article examines the possibilities that exist for students to author themselves as learners, and it questions whether opportunities for students to identify themselves as successful learners are lost when an intervention program, such as summer school, becomes mandatory. The implications of this analysis highlight questions and concerns that policymakers and school personnel need to address when formulating high-stakes standards-based accountability policies and intervention programs.
APA, Harvard, Vancouver, ISO, and other styles
6

Bondar, Tamara. "HISTORICAL OVERVIEW OF U.S. INCLUSIVE EDUCATION FEDERAL LEGISLATION." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 39–43. http://dx.doi.org/10.24144/2524-0609.2021.48.39-43.

Full text
Abstract:
The relevance of the research problem tackling the inclusive education evolution in the United States is explained by the fact that it the USA has been a leader in developing a rights-based model of inclusive education. The research is conditioned by the current stage of national education that undergoes modernization, the steady course of Ukraine to create an inclusive school, and government’s request to implement its initiatives. The purpose of this article is to present a reconsidered historical analysis of the inclusive education in the USA that represents an expansion of earlier research conducted by the author. Methods applied include historical and comparative research. The author’s periodization that describes the phases in the inclusive education development in the USA is presented. This is based on the chronologically arranged U.S. federal legislation related to ensuring equal rights and opportunities. It is stated that some court decisions and federal legislation that incorporated court decisions clearly marked the phases in inclusive education development. These legislative milestones beginning each phase include the U.S. Supreme Court decision Brown v. Board of Education of Topeka (1954), the Education for All Handicapped Children Act (1975), the Education of the Handicapped Students Act Amendments (1986), No Child Left Behind Act (2001), and Every Student Succeeds Act (2015). Consequently, there are five phases in the inclusive education development and each phase reflects the general trend in the U.S. inclusive education. The initial phase is referred to as the active social movement for the right to education (1954–1974). In the second phase, children with disabilities were integrated into regular schools through mainstreaming (1975–1985). Then comes the so-called Regular Education Initiative phase or full inclusion (1986–2000), followed by the accountable inclusive education phase (2001–2014). Finally, the phase of the high-quality inclusive education started in 2015 and continues today.
APA, Harvard, Vancouver, ISO, and other styles
7

Sams, Jeniffer, and Doreen Sams. "Arts Education as a Vehicle for Social Change: An Empirical Study of Eco Arts in the K-12 Classroom." Australian Journal of Environmental Education 33, no. 2 (May 23, 2017): 61–80. http://dx.doi.org/10.1017/aee.2017.15.

Full text
Abstract:
AbstractArts education has been part of the United States K-12 educational system for over a century. However, recent administrative policy decisions addressed theeconomic bottom lineand the 1983 report,A Nation at Risk, and complied with theNo Child Left Behind (NCLB) Act of 2001(U.S. Department of Education, 2001). These decisions resulted instandardisationof both core curricula and testing, leaving arts programs to function in a diminished capacity, curtailing both individuality and creative thinking. This study unpacks the role of the arts as change agents with the ability to: address current discourse; question ideologies and culture; convey complex problems in artistic form; engage the viewer in aesthetics; provide a perspective not found in regimented thinking; and empower creative problem solvers. This work also highlights the role of eco-art as a medium for addressing complex environmental challenges. The study also empirically examines, through a self-report survey, K-12 arts educators’ perceptions of integrating eco-arts into curricula. Findings revealed respondents’ desire to integrate eco-arts into the arts curricula and identified the most significantly perceived barriers to integration, as well as the role of policy on practicality. The authors also identify the study's limitations and recommend areas for future research.
APA, Harvard, Vancouver, ISO, and other styles
8

Betebenner, Damian W., Kenneth R. Howe, and Samara S. Foster. "On school choice and test-based accountability." education policy analysis archives 13 (October 8, 2005): 41. http://dx.doi.org/10.14507/epaa.v13n41.2005.

Full text
Abstract:
Among the two most prominent school reform measures currently being implemented in The United States are school choice and test-based accountability. Until recently, the two policy initiatives remained relatively distinct from one another. With the passage of the No Child Left Behind Act of 2001 (NCLB), a mutualism between choice and accountability emerged whereby school choice complements test-based accountability. In the first portion of this study we present a conceptual overview of school choice and test-based accountability and explicate connections between the two that are explicit in reform implementations like NCLB or implicit within the market-based reform literature in which school choice and test-based accountability reside. In the second portion we scrutinize the connections, in particular, between school choice and test-based accountability using a large western school district with a popular choice system in place. Data from three sources are combined to explore the ways in which school choice and test-based accountability draw on each other: state assessment data of children in the district, school choice data for every participating student in the district choice program, and a parental survey of both participants and non-participants of choice asking their attitudes concerning the use of school report cards in the district. Results suggest that choice is of benefit academically to only the lowest achieving students, choice participation is not uniform across different ethnic groups in the district, and parents' primary motivations as reported on a survey for participation in choice are not due to test scores, though this is not consistent with choice preferences among parents in the district. As such, our results generally confirm the hypotheses of choice critics more so than advocates. Keywords: school choice; accountability; student testing.
APA, Harvard, Vancouver, ISO, and other styles
9

김웅규. "Legal Study on No Child Left Behind Act(NCLB) in the United States." KOOKMIN LAW REVIEW 23, no. 1 (August 2010): 119–53. http://dx.doi.org/10.17251/legal.2010.23.1.119.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Imazeki, Jennifer, and Andrew Reschovsky. "Does No Child Left Behind Place a Fiscal Burden on States? Evidence from Texas." Education Finance and Policy 1, no. 2 (March 2006): 217–46. http://dx.doi.org/10.1162/edfp.2006.1.2.217.

Full text
Abstract:
The No Child Left Behind Act of 2001 (NCLB) requires states to establish goals for all students and for groups of students characterized by race, ethnicity, poverty, disability, and limited English proficiency and requires schools to make annual progress in meeting these goals. In a number of states, officials have argued that increased federal education funding is not sufficient to cover the costs imposed by the new legislation. In this article, we use data from Texas to estimate the additional costs of meeting the new student performance standards. We find that these costs substantially exceed the additional federal funding. The article concludes with a discussion of whether NCLB should be considered an underfunded federal mandate and a brief discussion of the appropriate federal role in the financing of K–12 education.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "No Child Left Behind Act of 2001 (United States)"

1

Swenson, Alan. "Issues and insights into the applicability of the No Child Left Behind Act of 2001." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009swensona.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Rollins, Brett. "A comprehensive review of literature associated with the No Child Left Behind Act of 2001." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009rollinsb.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Nelson, Heather Goodwin. "Perceived Impact of the No child Left Behind Act of 2001 on Paraprofessionals." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd924.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Panzica, Susan E. "Standards-based reform and No Child Left Behind : their effects on kindergarten practices." Virtual Press, 2008. http://liblink.bsu.edu/uhtbin/catkey/1395588.

Full text
Abstract:
Examining teacher attitudes about the impact of Standards-Based Reform (SBR) and No Child Left Behind (NCLB) on current teaching practices in kindergarten classrooms was the focus of this mixed-methods study. The investigation was designed to survey classroom teachers concerning activities and opinions about enactment of governmental policy, One hundred-nine kindergarten teachers responded to a questionnaire about beliefs, educational level, years of kindergarten teaching, and classroom practices. Follow-up semi-structured interviews were carried out with ten teachers to gather information on attitudes, beliefs, and implementation of policy. Quantitative analysis was used on practices and subject changes. Qualitative analysis was used to report attitude, procedural changes, and predictions concerning SBR and NCLB. Triangulation strengthened the study by examination of classroom practices and teacher reporting through plan book inspection.The quantitative research was conducted to measure changes through chi-square analysis to the questionnaire responses, Developmental teaching practices and subject changes were examined. Outcomes demonstrated that teaching practices had become more "blended" but more developmental than teacher-directed. Significant differences were noted in subject changes, confirming that language arts dominates the curriculum. Subjects not tested for NCLB were presented less,Ten teachers who had taught prior to initiation of SBR in Indiana (2000) were interviewed and their plan books were examined. Along with an open-ended question from the questionnaire, these responses provided the qualitative methodology. Analysis created six categories concerning the impact of SBR and NCLB on the child, the classroom, the family, the teacher and profession, and the future of education. Theories were developed that addressed the conflict educators feel between the Structure of legislation and the Humanistic components of teaching. This personal balance that teachers have created between Structure and Humanistic was influenced by a sense of independence garnered by support of principals. Teachers who taught in schools with structured, embedded programs aimed at raising test scores exhibited the most stress and lack of autonomy.This study resulted in five recommendations. They were: encourage developmental practices that support the individual child, increase the role of the parent in the educational partnership process, to support teacher inclusion in decision making to foster autonomy, and the need for professional organizations and teacher preparation programs to heed current teaching practices while supporting the developmental needs of the child.
Department of Elementary Education
APA, Harvard, Vancouver, ISO, and other styles
5

Pease, Sylvia. "Exploring the Impact of No Child Left Behind on the Maine Superintendent." Fogler Library, University of Maine, 2009. http://www.library.umaine.edu/theses/pdf/PeaseS2009.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Hodges, Amelia Elizabeth. "The No Child Left Behind Act of 2001 the impact of policy requirements and recommendations for policy improvements /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.47 Mb., 97p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3200524.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Stang, Patricia A. "Teacher perceptions, knowledge, and the effects of the No Child Left Behind Act." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006stangp.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Arroyo, de Romano Jacqueline Elena. "The policy implications of the No Child Left Behind Act for English language learners." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2589.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Resmann, Brittany. "NO CHILD LEFT BEHIND?: THE RELATIONSHIP BETWEEN EDUCATION POLICY AND STUDENT SUCCESS." Master's thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4074.

Full text
Abstract:
This study investigated how education policy influences student success, and if there are linkages between K-12 education policy and higher education. Historically, education has primarily been a function of state and local governments. The role of the federal government drastically changed with the passage of the No Child Left Behind Act in 2001. This thesis focused on the influence of No Child Behind on several indicators of student success in K-12 and postsecondary education. All fifty states were examined in this study. This approach is rather unusual since it is typical to focus on one state or a small group of states. In addition to the state level analyses, macro analyses were also conducted to generate sounder policy prescriptions. This study tested three primary research questions. The first research question tested possible changes in several measures of student success since the implementation of No Child Left Behind. The second research question analyzed the relationship between K-12 education policy and higher education. The third research question addressed the possibility that state education reforms have had an impact on test scores, graduation rates, and college enrollment. Findings showed that K-12 test scores have improved on the national level since the implementation of No Child Left Behind, but there are several states that have witnessed a decline in test scores since legislation was enacted. There was no relationship between the state reforms and the variables that measured student success. Based on the findings, policy prescriptions were generated for both leaders within education and policymakers.
M.A.
Department of Political Science
Sciences
Political Science MA
APA, Harvard, Vancouver, ISO, and other styles
10

Brown, Brian Edward. "No child left behind? a socioeconomic comparison of urban, suburban and rural school systems in Ohio /." [Huntington, WV : Marshall University Libraries], 2009. http://www.marshall.edu/etd/descript.asp?ref=942.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "No Child Left Behind Act of 2001 (United States)"

1

No Child Left Behind: Past, present, and future. Lanham: Rowman & Littlefield Education, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Erik, Drasgow, ed. No Child Left Behind: A guide for professionals. 2nd ed. Boston, Mass: Pearson, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Erik, Drasgow, ed. No Child Left Behind: A guide for professionals. Upper Saddle River, N.J: Pearson/Merril/Prentice Hall, 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Erik, Drasgow, ed. No Child Left Behind: A guide for professionals. Upper Saddle River, N.J: Pearson/Merrill/Prentice Hall, 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Carris, Joanne M. Ghosts of No Child Left Behind. New York: Peter Lang, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Leaving no child behind: A teacher's model for meeting the challenges of the No Child Left Behind Act, 2001. Benicia: Waring & Associates, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

James, Popham W. America's "failing" schools: How parents and educators can cope with No Child Left Behind. New York: RoutledgeFalmer, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

America's "failing" schools: How parents and teachers can cope with no child left behind. New York: Routledge, 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

A, Rebell Michael, and Wolff Jessica R, eds. NCLB at the crossroads: Reexamining the federal effort to close the achievement gap. New York: Teachers College, Columbia University, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

From a nation at risk to No Child Left Behind: National education goals and the creation of federal education policy. New York: Teachers College, Columbia University, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "No Child Left Behind Act of 2001 (United States)"

1

Reyhner, Jon, and Joseph Martin. "Promoting Academic and Life Success for Indigenous Students in the United States." In Handbook of Research on Opening Pathways for Marginalized Individuals in Higher Education, 225–43. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3819-0.ch013.

Full text
Abstract:
The United States has a long history of providing assimilationist, English-only schooling for American Indian (AI) students that failed to prepare them for higher education. Efforts were made in the 1960s and 1970s by the U.S. government to provide more culturally appropriate schooling and to provide pathways for AI students into higher education; however, with the passage of the No Child Left Behind (NCLB) Act of 2001, these early efforts faltered as efforts focused on raising student test scores and largely ignored the inputs needed to interest and support AI students in higher education. Unfortunately, the NCLB approach also did little to close the racial and socioeconomic achievement gap. This chapter examines what researchers have found that can improve the chances for AI success in higher education, such as establishing programs like Upward Bound to better prepare AI students for college and implementing culturally based education.
APA, Harvard, Vancouver, ISO, and other styles
2

Castilleja, Joseph R. "Improving School Systems." In Cases on Performance Improvement Innovation, 32–45. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3673-5.ch003.

Full text
Abstract:
Since the start of the United States' No Child Left Behind Act of 2002 (NCLB), and now the Every Student Succeeds Act (ESSA), schools that underperform have been under significant pressure to improve academic achievement. The responsibility for such improvement is placed on school leadership, namely school principals. The endeavor of school improvement takes on many forms since the process varies from one U.S. state to another, meaning that school “turnaround” is becoming a specialization within the work that a principal is already expected to perform. Principals of underperforming schools must therefore familiarize themselves with the specialized roles and responsibilities of the “turnaround principal” to yield results in their own schools. This case study takes a human performance technology approach to understand how one school successfully improved on-time graduation rates (i.e., within four years) by bringing a turnaround principal on board, then later sustaining results by hiring a permanent sustainment principal.
APA, Harvard, Vancouver, ISO, and other styles
3

Manna, Paul. "10. The No Child Left Behind Act and Educational Accountability in the United States." In Overpromising and Underperforming?, edited by Peter Graefe, Julie Simmons, and Linda A. White. Toronto: University of Toronto Press, 2012. http://dx.doi.org/10.3138/9781442695290-015.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Mehta, Jal. "The Allure of Order: Rationalizing Schools from the Progressives to the Present." In The Allure of Order. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199942060.003.0003.

Full text
Abstract:
In late 2001, three months after the September 11 attacks, the No Child Left Behind Act (NCLB) passed both House and Senate with strong bipartisan majorities and was signed by a Republican president. Promising to use the power of the state to ensure that all children were proficient in reading and math by 2014, proponents heralded the act as the greatest piece of federal education legislation since the creation of the original Elementary and Secondary Education Act in 1965. By requiring the states to set high standards, pairing them with assessments that measured whether students were achieving those standards, and holding schools accountable if students failed to do so, NCLB, in the eyes of its sponsors, would close achievement gaps and make America’s schools the envy of the world. A decade later, the bloom is off the rose. While almost everyone today continues to share the aim of leaving no child behind, the act itself has come in for criticism from many quarters, to the point that Bush’s former Education Secretary Margaret Spellings declared that NCLB is now a “toxic brand” in American politics. Careful studies of the implementation of NCLB have shown that it has done what less bullish observers might have predicted from the outset. It has increased the focus on the education of poor and minority students, but it has not provided schools with needed tools to create higher quality schooling for these students. There has been improvement in some national test scores (e.g., 4th and 8th grade math), while others have remained largely unchanged (e.g., 4th and 8th grade reading). Even accounting for the progress in math, there is no sign that the reforms have had a significant impact in closing achievement gaps or in improving America’s mediocre international educational standing. Particularly in the most troubled schools, there has been rampant teaching to the test and some outright cheating. In-depth studies have shown that some schools now devote a large part of their year to test prep; Atlanta and DC public schools have both contended with widespread cheating scandals.
APA, Harvard, Vancouver, ISO, and other styles
5

Mehta, Jal. "E Pluribus Unum: How Standards and Accountability Became King." In The Allure of Order. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199942060.003.0009.

Full text
Abstract:
In the years following A Nation at Risk, a storm of educational reform activities swept across the states, as governors and state legislatures tried everything they could think of to improve their schools. But beginning in the late 1980s and continuing through the 1990s, one idea became more popular than the rest. Standards-based reform—setting standards, creating assessments, and imposing accountability—became the most widely preferred school reform strategy; it was enacted in 42 states before federal legislation began to encourage it in 1994 and in 49 states before it became required under No Child Left Behind in 2001. Furthermore, since norms against federal involvement in education made it difficult for Congress to act in the absence of a state-level consensus, understanding how this consensus came to be formed is critical to understanding how standards-based reform became federal law as well. When a policy spreads across the majority of states in the absence of strong federal requirements, it is reasonable to hypothesize that diffusion processes are at work. Some states develop models, and their success begets adoption in other states. There is some evidence of such a process at work here, particularly in the case of later-adopting states copying some of the leaders. But the possibility of adopting a diffusing policy template still begs the question of state politics—why, exactly, did so many different states choose to put their eggs in the standards-based-reform basket? In this chapter I argue that the key to the widespread success of standards and accountability is the way that the policy crossed ideological divides. Democrats and Republicans, who had long been divided over issues such as vouchers and increased aid to schools, found themselves on the same side of the fence when it came to standards-based reform, if not always for the same reasons. The pages that follow trace the trajectory of three very different states in moving toward standards-based reform—blue Maryland, where a coalition of Democratic reformers championed standards as a way to gain leverage on failing schools in high-poverty districts; purple Michigan, where a mixed coalition of left and right came to support the same policy for different reasons; and red Utah, where an angry Republican legislature saw in standards-based reform a way to hold a recalcitrant educational establishment to account.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'No Child Left Behind Act of 2001 (United States)' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography