No Child Left Behind Act Of 2001

Under Pressure: Job Security, Resource Allocation, and Productivity in Schools Under NCLB — Jan 1, 2011

The authors assemble the first comprehensive, national, school-level dataset concerning detailed performance measures used to calculate Adequate Yearly Progress (AYP).

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• Education and the Arts Research Area

No Child Left Behind Act of 2001.: Evidence from School Visits — Jan 1, 2010

The authors report insights, based on annual site visits to elementary and middle schools in three states from 2004 to 2006, into the incentive effect of the No Child Left Behind Act's requirement that increasing percentages of students make Adequate Yearly Progress (AYP) in every public school.

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No Child Left Behind Act of 2001. — Jan 1, 2010

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No Child Left Behind Act of 2001.: Effectiveness of Two Programs in the Pittsburgh Public Schools — Jan 1, 2010

This paper studies student participation and achievement in two Pittsburgh Public Schools (PPS) tutoring programs--the No Child Left Behind (NCLB)-mandated supplemental education services (SES) program and a state-developed tutoring program. The authors examine the characteristics of students participating in each program, the effects of participation on student achievement, and the program features that are associated with improved…

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Final Report on State and Local Implementation of the No Child Left Behind Act Finds Parents Largely Unaware of Options — Feb 10, 2009

A key aim of the No Child Left Behind Act of 2001 (NCLB) is to provide school choice or supplemental educational services to predominantly low-income parents whose children are attending Title I schools identified for improvement, but in recent years only a small fraction of families have taken advantage of these options.

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• Volumes V & VI available on the U.S. DOE web site
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• Education and the Arts Research Area

Miscommunication Hindered Student Participation in Programs Created by NCLB — Apr 4, 2008

Student participation in school choice programs authorized by the No Child Left Behind Act was hindered because parents did not receive clear and timely communication from schools.

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No Child Left Behind Act of 2001.: Systemic Responses to High Stakes Accountability Policies in Six Southern States — Feb 1, 2008

Our focus for this article is on school district level responses to HSA reforms that could produce positive changes in teaching and learning. We set out to determine whether a district effect was present in the implementation of HSA systems in six southern states and whether that effect was accompanied by the types of activities previously identified in the research literature as being associated with changes in teaching and learning and…

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NCLB Accountability Systems in Place, But Act's Promises Remain Uncertain — Nov 19, 2007

After five years of effort, states have implemented most of the test-based accountability requirements of the No Child Left Behind Act (NCLB) of 2001, and now must focus their efforts on improving poor-performing schools that have been identified.

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Assessing Teacher Quality Under No Child Left Behind — Aug 30, 2007

A central goal of the No Child Left Behind Act of 2001 (NCLB) is to ensure that every child is taught by a highly qualified teacher. Most teachers meet their states requirements, but it is uncertain if some states' standards are sufficiently high.

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• Research Brief
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• Volumes V & VI available on the U.S. Department of Education web site
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• Education and the Arts Research Area

Students Benefit from Supplemental Education Under No Child Left Behind — Jun 27, 2007

Students in underperforming schools generally made statistically significant gains in math and reading after participating in supplemental educational services such as tutoring and remediation.

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