The No Child Left Behind Act

Paper Summary:

This paper discusses the No Child Left Behind (NCLB) Act of 2001. The aims of the Act and the significance of the project are discussed as well as the studies that have been conducted regarding the success of the project. The paper concludes from the research that the NCLB Act has not increased student achievement on standardized tests, nor has it narrowed achievement gaps between students.

Table of Contents:
Significance of the Project

From the Paper:

"The researchers conclude that the Chapter I students had greater gain scores in reading than their regular counterparts, though parity was not reached. The regular students showed less significant gains of 18.4 in the reading scores. Some researchers have concluded that Chapter I reading programs can be successful in assisting struggling and poor students make normal gains. This particular program was able to assist the Chapter I students attain greater success although they did not reach parity with their regular class counterparts."
"Fox (2001) conducted a study on dilemmas in the anti-high-stakes-testing movement. The failure to challenge the theory and practice of high-stakes tests contrast sharply with a growing national anti-testing movement. Activists object to the test's documented defects and nasty consequences. The list of these is long: poorly designed test questions; scores highly correlated with race and income and poorly correlated with other standardized tests."

Sample of Sources Used:

• Alawiye, O. & Williams, H.S. (2005). A comparative reading gains of African American students in a chapter 1 pull out program. Reading Improvement, 42 (2), 98-104.
• Amrein, A.L. & Berliner, D.C. (2002). High-stakes testing, uncertainty, and student learning. Education Policy Analysis Archives, 10 (18), 1-49.
• Chudowsky, N. & Pellegrino, J.W. (2003). Large-scale assessments that support learning: What will it take? Theory into Practice, 42 (1), 75-83.
• Cronin, J., Kingsbury, G.G., McCall, M.S., & Bowe, B. (2005). The impact of the no child left behind act on student achievement and growth. Northwest Evaluation Association, 24 (2), 27-35.
• Fox, D. (2001). Radical dilemmas in the anti-high-stakes-testing movement. American Secondary Education, 61, 28-35.

More papers on The No Child Left Behind Act:

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• Research Paper # 105508 : "The No Child Left Behind Act: An Analysis"
• Analytical Essay # 28427 : "The "No Child Left Behind Act"

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