Abstract
This paper examines problems in the No Child Left Behind Act, which was considered to be one of the most significant attempts at educational reform in recent history. The author considers how the Act affects students, teachers, and communities. Additionally, the author takes the position that No Child Left Behind Behind (NCLB) has had an overall negative effect on the educational movement in America and that there is need for a change in NCLB strategies. The author illustrates these points with several reviews of several publications.

From the Paper
"Meanwhile, the American Federation of Teachers asserts that "flaws in the law are undercutting its original promise" (www.aft.org), and federal guidance for states "has been unclear, untimely and unhelpful." Moreover, the AFT statement on their Web site indicates serious concerns about the "pervasive problem" of under funding; the cornerstone for NCLB is Title 1, and the authorization for Title 1 in 2006 was scheduled to be $22.75 billion (according to the legislation). But President George W. Bush has only put $13.3 billion in his budget request. "This continues a pattern of underfunding for NCLB," AFT explains, adding that the $9 billion left out of Bush's request is "crucial" to more than 1,700 secondary schools."

Tags:No, Child, Left, Behind, educational, reform, teachers, students, legislation

Abstract
This paper examines the "No Child Left Behind" legislation, looking at its primary themes and the initial reaction of various legislators and educators to the legislation. The paper further discusses the outcome of the legislation in terms of academic achievement as well as the future of the No Child Left Behind Act.

Tags:NO, CHILD, LEFT, BEHIND

Abstract
This paper discusses the No Child Left Behind law and its failure to bring all students' math and reading abilities up to grade level, suggesting improvements that will help. The paper includes an annotated bibliography.

From the Paper
"The No Child Left Behind (NCLB) law introduced by the Bush administration was developed with the noble intention of ensuring that the many children in America's schools that were below grade level in reading and math skills would be brought up to the level of skill appropriate for their grade. Since its inception in ..., the NCLB law has had a sweeping impact on U.S. public school classrooms affecting what students are taught, the tests they take, the training of their teachers..."

Tags:No Child Left Behind, improvements, failures, annotated bibliography

Abstract
The paper examines the No Child Left Behind Act with respect to the struggle for control over public education, curriculum, and assessment.

From the Paper
"The No Child Left Behind (NCLB) law as described by the National Education Association (NEA) essentially states that the federal government must pay for the rules and regulations that it is now imposing on the nation's public schools. Multiple mandates under the NCLB are designed to foster dramatic improvements in student achievement and learning outcomes, while addressing ongoing concerns regarding very real disparities and inequities in the national public school system. However, though the Congress and the White House are..."

Tags:No Child Left Behind Act, student assessment, standards

Abstract
This paper reviews and analyzes the novel 'Left Behind', by Tim La Haye and Jerry Jenkins. The authors created a Christian mystery novel about the Rapture.

From the Paper
"The novel 'Left Behind' by Tim La Haye and Jerry Jenkins is a Christian mystery novel about the Rapture. In the opening chapter a married pilot, Rayford Steele, is thinking about having an affair with Hattie a pretty flight attendant when she suddenly informs him that some of the passengers have simply vanished all at the same time. Their clothes have been left behind on their seats and-as Steele soon finds out-the same thing has happened all over the world. People are missing everywhere the..."

Tags:Left Behind, Rapture, Tim La Haye, Jerry Jenkins, Antichrist, Christian, apocalyptic, end times

Abstract
This paper discusses the adverse impact of the requirements of the No Child Left Behind (NCLB) Act. The paper outlines specific provisions of the NCLB legislation and examines its unrealistic expectations. The paper maintains that the Act's standards of achievement have no basis in the realities of the education system.

From the Paper
"Since the passage of President George W. Bush's No Child Left Behind (NCLB) education legislation, the adverse impact of its requirements has been experienced at the school district and state levels. Most specifically, its unrealistic expectations of increased academic performance for all subgroups of students, including those with special needs and limited English proficiency, have imposed an unreasonable burden on schools and school districts. Other problems such as the lack of funding and resources to comply with the provisions of the legislation have also been found..."

Tags:No, Child, Left, Behind, Act

Abstract
This paper critiques and reviews Dick Morris' 1996 book, "Behind the Oval Office" about the presidency of Bill Clinton. The paper discusses the book's portrayal of the professional relationship between Morris and Clinton and examines key issues such as Morris' evaluation of Clinton.

From the Paper
"Dick Morris's account of what he refers to as President Bill Clinton's comeback in the presidential election in the wake of the midterm elections in which the Republican Party took over a majority in both houses of Congress is part melodrama, part history and part confessional. Most of all however it develops into something of a handbook or instruction manual for shaping strategy or the big picture and tactics or implementation of big-picture goals during the American electoral process. That is not to suggest that Morris'..."

Tags:Book, Review, Behind, the, Oval, Office, Bill, Clinton, Dick, Morris

Abstract
This paper explains the procedural, cultural and moral reasons behind educators' stance that President Bush's "No Child Left Behind" education program is not only ineffective but detrimental as well. The paper describes lawsuits filed by students, community activists and local districts, demanding that states provide resources adequate to the standards and high-stakes tests imposed by the "No Child Left Behind" plan and explains that instead of fostering diversity as intended, the plan is actually acting as an obstacle to diversity.

Outline
Introduction
No Child Left Behind/Leave No Child Behind
Lawsuit Spawned
Basis of Suit
Parties to Suit
Government Point of View
NEA Point of View
NCLB Objectives
Accountability
Report Cards for Schools
Resources, Good Teachers
Federal Takeover Last Resort
Problems with the Objectives
Loss of Local Control
Money Issues
Damage to Already Disadvantaged School Populations
Blacks
Latinos
Gifted Students
Conclusion

From the Paper
"By 2004, NCLB had spawned an increase in "the wave of adequacy lawsuits filed by students, community activists and local districts, demanding that states provide resources adequate to the standards and high-stakes tests they've imposed" (Schrag 2004, 38+). Earlier lawsuits were in response to the standard tests, such as various state graduation requirements and SATs and so on. However, "A recent adequacy decision in Kansas, which ordered that state to restructure its funding, explicitly cited NCLB; So have new suits filed by school districts and others in Nebraska, Missouri and North Dakota" (Schrag 2004, 38+) and in Ohio."

Tags:children's, defense, fund, confusion, uncertainty, resentment, graduation, requirements

Abstract
This paper examines the relationship between the number of teaching years of experience and student achievement, focusing on the No Child Left Behind Act. The paper explains that the No Child Left Behind Act says that all states have to develop adequate yearly progress (AYP) objectives that are designed to show improvements in achievement for all students, and also for specific subgroups (such as those that are economically disadvantaged, the major racial and ethnic groups, students that have disabilities, and students that have limited proficiency in English). The paper then looks at all the challenges of the No Child Left Behind Act. The paper also points out that the No Child Left Behind Act required that states make sure all teachers of the core academic subjects are considered to be "highly qualified" by the end of the 2005-2006 school year. The paper then explores the advantages and disadvantages of distance learning.

Outline:
Review of Related Literature
Highly Qualified Teachers
Distance Learning
Graduation Rates

From the Paper
"The longer bus rides that are required in rural areas also affect other areas besides the school district's budget. A year-long investigation, done by the Charleston Gazette-Mail, recently uncovered some very upsetting data that pertains to the bus rides that are seen in rural West Virginia (Eyre & Finn, 2002). During the 2002-2003 school year, there were more than half of all of the bus routes that were used by students in rural areas of West Virginia that were seen to exceed "reasonable" distances under the guidelines that the district had. The elementary children that rode the bus to school spent more than one hour each way on over 300 bus routes that were seen in 34 out of the state's 35 counties that are deemed to be the most rural (Reeves, 2003)."

Tags:graduate, childhood, rural, school, bus

Abstract
This paper explains that the officially named Elementary and Secondary Education Act, called the "No Child Left Behind Act", was signed into law by President Bush in 2002 and sought to improve education by making states accountable for the performance of their students on standardized tests. The author contends that a Marxist analysis of the premises behind and the application of the "No Child Left Behind" Act shows that the law addresses the problem of the achievement gap from the wrong perspective; the underperformance of disadvantaged children is blamed largely on the failure of the educators, ignoring the many sociological factors of inequalities, which are built into the American educational system. The paper relates that racism interferes with the cognitive development of young disadvantaged students early in the education process; the law does nothing to help economically disadvantaged minority schools become equal with more affluent school districts.

Table of Contents
Karl Marx and Social Inequality
No Child Left Behind Act
Overview of the Law
The Achievement Gap
Addressing the Achievement Gap
Conclusion

From the Paper
"One of the key features of the "No Child Left Behind" Act was to ensure that all students must show proficiency in math and reading by the 2013-2014 school year. Schools must show a yearly progress report towards this goal. This holds true especially for English language students and special education students. School districts that continuously fail to post improvements will face sanctions. Principals and teachers in such "underperforming" schools could be suspended, removed or replaced. The "No Child Left Behind" Act also makes provisions allowing state to take over underperforming schools. Additionally, federal funding could be withheld for underperforming schools."

Tags:accountability, standardized, inequalitiy, racism, ecoonomics