The No Child Left Behind Act of 2002—popularly known as NCLB—mandates increased accountability for school performance, gives states and communities freedom in the use of Title I funding, targets federal funds to scientifically proven education programs and methods, and provides options to parents when schools do not meet standards. Since NCLB's inception, several RAND projects and reports have made unique and valuable contributions to the education policy debate.
Research conducted by: RAND Education
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Laura Hamilton discusses what has been learned in the ten years since the No Child Left Behind Act was signed into law in January 2002, including recommendations for addressing key limitations as Congress considers reauthorization.
All Items (49)
REPORT
Little has been written about the interaction of the No Child Left Behind Act with external audiences that have no formal connections with the schools. This study focuses on print journalists and foundation program officers, who frequently use data from schools and districts in their work. The authors summarize the data needs of the two groups and offer advice to producers of performance reports and analyses and to the external consumers…
COMMENTARY
Published commentary by RAND staff.
RESEARCH BRIEF
Carnegie Corporation of New York asked the RAND Corporation to undertake a study examining the state of achievement in adolescent literacy in the nation.
REPORT
Accountability based on student test results is the heart of the No Child Left Behind Act, which assumes that schools can solve their problems if given proper incentives and technical assistance, and that parents should have educational alternatives if the schools fail to do so. This paper discusses evidence on accountability systems, describes the act's accountability model and its underlying assumptions, and offers educators specific…
COMMENTARY
Published commentary by RAND staff.
PEOPLE
Senior Policy Researcher; Professor, Pardee RAND Graduate School
Ph.D. in public policy, The George Washington University; B.A. in East Asian studies, College of William and Mary
PEOPLE
Statistical/Quantitative Project Associate
M.A. in public policy/admin/analysis, University of Alabama; B.A. in political science, University of Alabama
PEOPLE
Social Research Analyst
M.A. in English, University of California, Los Angeles
PEOPLE
Associate Director, RAND Education; Senior Social Scientist; Professor, Pardee RAND Graduate School
Ph.D. in education, University of California, Los Angeles; M.A. in mathematics, University of Oregon; B.A. in mathematics, Pomona College
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