No Child Left Behind Act Of 2001

Contents:

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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No Child Left Behind: Ten Years Later

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.

Reports (7)

Federal and State Roles and Capacity for Improving Schools — May 23, 2011

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.

Congress Should Expand School Performance Measures Beyond Those Found in 'No Child Left Behind' — Apr 26, 2011

Expanding measures of school performance beyond mathematics and English language arts will give educators better information when evaluating the academic achievements of schools.

Reauthorizing No Child Left Behind: Facts and Recommendations — Apr 26, 2010

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.

No Child Left Behind School Improvement Efforts Should Be Customized to Locale — Nov 10, 2008

This update to a 2007 study on provides an additional year of data on the strategies states, districts, and schools are using to implement standards-based accountability under the No Child Left Behind Act (NCLB) and how these strategies are associated with classroom practices and student achievement in mathematics and science.

Standards-Based Accountability Under No Child Left Behind — May 23, 2007

How are educators responding to the standards-based accountability provisions in the No Child Left Behind (NLCB) Act? A review of three states representing different approaches, regions, and student populations helps answers this question.

External Audiences for Test-Based Accountability: The Perspectives of Journalists and Foundations — Dec 20, 2004

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…

Working Smarter to Leave No Child Behind: Practical Insights for School Leaders — Jan 1, 2003

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…

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  • NCLB

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Scott Naftel

Statistical/Quantitative Project Associate

Scott Naftel (M.A., Public Administration, University of Alabama at Birmingham and (ABD) Ph.D. Program in Political Science, George Washington University) is a quantitative project associate in the Education program at RAND. His research emphasis is evaluation of education policy using…

Jennifer Sloan McCombs

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Jennifer Sloan McCombs

Jennifer Sloan McCombs is a senior policy researcher at the RAND Corporation and a professor at the Pardee RAND Graduate School. Her education research focuses on improving outcomes for at-risk students—in particular, on evaluating the extent to which a variety of public policies and…

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