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.
Commentary
If we want testing to exert beneficial effects on teaching and learning, we need to advocate for higher-quality tests and for evaluation and accountability systems that use multiple measures and do not rely exclusively on test scores, write Laura Hamilton and Gabriella C. Gonzalez.
Commentary
The 11th anniversary of No Child Left Behind presents an opportunity to consider what the evidence tells us about how to make the bill more effective.
Commentary
While “No Child Left Behind” aims to improve schools, Congress can improve the law. Flexibility and capacity are crucial, particularly for struggling schools, writes Brian Stecher.
Multimedia
RAND Education experts Darleen Opfer, Brian Stecher and Laura Hamilton conducted a media conference call on Friday, Jan. 4, 2012 to discuss the 11th anniversary of the signing of the Elementary and Secondary Education Act of 2001, or "No Child Left Behind."
Periodical
Both President Obama and Governor Romney have argued that while NCLB's goals of holding schools accountable and shrinking the achievement gap are admirable, the law is in dire need of adjustment. Both platforms do appear to be largely based on existing evidence from education research, with a few caveats.
Project
In an effort to improve public education, Mississippi, Louisiana, and Alabama have each examined the potential of charter schools. For nearly two decades, RAND has conducted objective, evidence-based research on choice-based education reforms to help education policymakers make the right decisions for their communities.
Multimedia
In this May 2012 briefing, RAND experts offer recommendations on ways to strengthen the Elementary and Secondary Education Act in light of a renewed push in Congress for reauthorization.
Journal Article
In this timely collection, leading education scholars challenge market-based models of school improvement and argue that merely holding teachers accountable for scores on end-of-the-year exams will not lead to educational improvement.
Multimedia
At this June 2011 RAND Policy Circle event in Pittsburgh, a selection of RAND's top experts in education policy shared fresh, evidence-based perspectives on measuring school performance.
Report
The Elementary and Secondary Education Act (ESEA) could be reauthorized in 2011, and there is much discussion about the most-effective way to balance federal and state responsibilities for improving schools and how best to frame federal policy to promote this goal.
Research Brief
To improve schools, federal policymakers should consider state capacity, cost, and state politics and design policies that support more experimentation, evaluation, and dissemination of new knowledge while avoiding a one-size-fits-all approach.
News Release
Expanding measures of school performance beyond mathematics and English language arts will give educators better information when evaluating the academic achievements of schools.
Research Brief
How can the upcoming reauthorization of the Elementary and Secondary Education Act encourage states to expand their measures of school performance to address goals beyond just mathematics and English Language Arts?
Report
Expanding measures of school performance beyond mathematics and English language arts will give educators better information when evaluating the academic achievements of schools.
Journal Article
The authors assemble the first comprehensive, national, school-level dataset concerning detailed performance measures used to calculate Adequate Yearly Progress (AYP).
News Release
Congress and the Obama administration should use the upcoming reauthorization of the No Child Left Behind Act of 2001 to promote more consistent and rigorous academic standards across states, as well as more consistent and relevant teacher qualification requirements.
Research Brief
Studies suggest that the No Child Left Behind Act's goal of 100 percent of U.S. students proficient in reading and mathematics by 2014 will not be met. Broad implementation guidelines have resulted in a different accountability system in every state.
Report
Studies suggest that the No Child Left Behind Act's goal of 100 percent of U.S. students proficient in reading and mathematics by 2014 will not be met. Broad implementation guidelines have resulted in a different accountability system in every state.
Commentary
Based on the results of statewide standardized tests, more than 15 percent of U.S. schools are in need of improvement. The students attending these schools need help, writes Megan Beckett.
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