Reauthorizing No Child Left Behind Facts and recommendations
Studies suggest that the No Child Left Behind Act of 2001's goal of 100 percent of U.S. students proficient in reading and mathematics by 2014 will not be met. The authors recommend more-uniform state academic standards and teacher requirements and broader measures of student learning, includin...
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| Main Authors | , |
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| Format | eBook Book |
| Language | English |
| Published |
Santa Monica, Calif. u.a
RAND
2010
RAND Corporation RAND Corporation, The |
| Edition | 1 |
| Subjects | |
| Online Access | Get full text |
| ISBN | 0833049593 9780833049599 9780833049858 0833049852 |
| DOI | 10.7249/MG977RC |
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| Abstract | Studies suggest that the No Child Left Behind Act of 2001's goal of 100 percent of U.S. students proficient in reading and mathematics by 2014 will not be met. The authors recommend more-uniform state academic standards and teacher requirements and broader measures of student learning, including more subjects and tests of higher-thinking and problem-solving skills. |
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| AbstractList | This report synthesizes findings and draws lessons about the implementation and results of the "No Child Left Behind Act of 2001" (NCLB) based on data from two previous studies that were conducted under contract to the U.S. Department of Education and from a third study funded by the National Science Foundation. Progress to date suggests that NCLB's ambitious goal of having 100 percent of U.S. students proficient in reading and mathematics by 2014 will not be met. In addition, the flexibility provided to states by the law has resulted in the establishment of a different accountability system in every state, each with different academic standards, levels of student proficiency, and teacher requirements. Parents have not responded in great numbers either to school choice or to receiving supplemental educational services options. Should Congress reauthorize NCLB, the authors recommend that it consider making the following changes to the law: promote more-uniform academic standards and teacher qualification requirements across states, set more-appropriate improvement targets, broaden the measures of student learning beyond multiple-choice tests in reading and mathematics to include more subjects and tests of higher-thinking and problem-solving skills, focus improvement efforts on all schools while continuing to offer parental choice, and provide incentives for highly qualified teachers to teach in low-performing schools. (DIPF/Orig.). Studies suggest that the No Child Left Behind Act of 2001's goal of 100 percent of U.S. students proficient in reading and mathematics by 2014 will not be met. The authors recommend more-uniform state academic standards and teacher requirements and broader measures of student learning, including more subjects and tests of higher-thinking and problem-solving skills. |
| Author | Vernez, Georges Stecher, Brian M |
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| Notes | Bibliography: p. 73-74 "MG-977-RC" -- back cover "This products is part of the Rand Corporation monograph series" -- back cover "This publication results from the RAND Corporation's Investment in people and ideas program. ... The report was prepared by RAND Education, a unit of the RAND Corporation" -- t.p. verso |
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| Snippet | This report synthesizes findings and draws lessons about the implementation and results of the "No Child Left Behind Act of 2001" (NCLB) based on data from two... Studies suggest that the No Child Left Behind Act of 2001's goal of 100 percent of U.S. students proficient in reading and mathematics by 2014 will not be met.... |
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| SubjectTerms | Benachteiligter Jugendlicher Benachteiligtes Kind Bewertung Bildungspolitik Bildungsprogramm Bildungsstandards Bildungsverhalten Book Industry Communication Bundesstaat Curriculum planning & development Curriculum planning and development Education Educational accountability Educational accountability -- United States Educational strategies & policy Educational strategies and policy Educational systems and structures Eltern Elternmitwirkung Finanzielle Beihilfe Föderalismus Förderung Implementierung Lehrer Lehrerausbildung Lehrerfortbildung No Child Left Behind Act of 2001 Organization & management of education Qualifizierung Schule Schulverwaltung Schülerleistung Society & social sciences Society and Social Sciences Teaching of a specific subject Teaching of specific groups & persons with special educational needs Teaching of students with English as a second language (TESOL) United States United States. No Child Left Behind Act of 2001 USA Vereinheitlichung |
| Subtitle | Facts and recommendations |
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| TableOfContents | Front Matter
Preface
Table of Contents
Figure
Executive Summary
Acknowledgments
Abbreviations
CHAPTER ONE: Introduction
CHAPTER TWO: How Did States Implement the NCLB Provisions?
CHAPTER THREE: How Did Districts and Schools Perform with NCLB in Place?
CHAPTER FOUR: How Did Education Stakeholders Respond to Improve Student Performance?
CHAPTER FIVE: How Did Parents Respond to the Services Provided?
CHAPTER SIX: How Can NCLB Be Made More Effective?
APPENDIX A
APPENDIX B
References Cover -- Title Page -- Copyright -- Preface -- Contents -- Figure -- Executive Summary -- Acknowledgments -- Abbreviations -- Chapter One - Introduction -- Chapter Two - How Did States Implement the NCLB Provisions? -- Chapter Three - How Did Districts and Schools Perform with NCLB in Place? -- Chapter Four - How Did Education Stakeholders Respond to Improve Student Performance? -- Chapter Five - How Did Parents Respond to the Services Provided? -- Chapter Six - How Can NCLB Be Made More Effective?: 1 -- Appendix A - Data Sources for This Report -- Appendix B - Abstracts of Reports -- References |
| Title | Reauthorizing No Child Left Behind |
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