The No Child Left Behind Act
- 1 November 2004
- journal article
- research article
- Published by SAGE Publications in Intervention in School and Clinic
- Vol. 40 (2) , 67-75
- https://doi.org/10.1177/10534512040400020101
Abstract
The No Child Left Behind (NCLB) Act is potentially the most significant educational initiative to have been enacted in decades. Among the salient elements of this initiative are requirements that all students have qualified teachers and be given the opportunity to attend high-quality schools. The NCLB legislation also requires that states raise academic achievement levels for all students, including those with disabilities. Linked to these components and related issues, this article discusses the major components of the NCLB along with implications and recommendations for educators.Keywords
This publication has 12 references indexed in Scilit:
- Contestation and Change in National Policy on “Scientifically Based” Education ResearchEducational Researcher, 2003
- The Condition of Public EducationPhi Delta Kappan, 2003
- Scientifically Based Research: Who Let the Dogs Out?Research and Practice for Persons With Severe Disabilities, 2003
- The Relationship of Inquiry to Public PolicyResearch and Practice for Persons With Severe Disabilities, 2003
- Costs and BenefitsPhi Delta Kappan, 2003
- Accountability and Access to Opportunity: Mutually Exclusive Tenets Under a High-Stakes Testing MandatePreventing School Failure: Alternative Education for Children and Youth, 2003
- Defining “Highly Qualified Teachers”: What Does “Scientifically-Based Research” Actually Tell Us?Educational Researcher, 2002
- The 34th Annual Phi Delta Kappa/Gallup Poll of the Public's Attitudes toward the Public SchoolsPhi Delta Kappan, 2002
- The 33rd Annual Phi Delta Kappal Gallup of the Public's Attitudes toward the Public SchoolsPhi Delta Kappan, 2001
- Do school and teacher characteristics matter? Evidence from High School and BeyondEconomics of Education Review, 1994