The No Child Left Behind Act: An Analysis Research Paper by write123

The No Child Left Behind Act: An Analysis
An analysis of the No Child Left Behind Act, highly qualified teachers, and student achievement based on graduation rates.
# 105508 | 8,643 words | 10 sources | APA | 2008 | US

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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.

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)."

Sample of Sources Used:

  • Adair, A. (1984). Desegregation: The illusion of black progress. Lanham, MD: University Press of America.
  • Alexander, L., & Miller, J. W. (1989). The recruitment, incentive & retention programs for minority pre-service teachers. In A.M. Garibaldi (Ed.), Teacher recruitment and retention with a special focus on minority teachers (pp. 45-50). Washington, DC: National Education Association.
  • Cannell, J. (1987). Nationally normed elementary achievement testing in America's public schools: How all fifty states are above the national average. Daniels, WV: Friends for Education.
  • Clarke, J. H., & Agne, R. M. (Eds.). (1997). Interdisciplinary high school teaching: Strategies for integrated learning. Boston, MA: Allyn & Bacon.
  • Collins, T. (1999). Attracting and retaining teachers in rural areas. Charleston, WV: ERIC Clearinghouse on Rural and Small Schools.

Cite this Research Paper:

APA Format

The No Child Left Behind Act: An Analysis (2008, July 09) Retrieved January 30, 2023, from

MLA Format

"The No Child Left Behind Act: An Analysis" 09 July 2008. Web. 30 January. 2023. <>