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Federal Education Programs » No Child Left Behind

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AYP Results for 2010-11 — November 2012 Update

Author(s): Alexandra Usher
Published: November 1, 2012

This report updates the May, 2012 report AYP Results for 2010-11 to include AYP data from the Consolidated State Performance Reports from the U.S. Department of Education. Several numbers have changed as a result of the new data. The estimated percentage of all public schools in the nation that did not make AYP for 2011 was 48%, an all-time high and an increase from 39% in 2010. The report also provides six years of trends in the percentage of schools in all 50 states, D.C., and the nation not making AYP.

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AYP Results for 2010-11 — May 2012 Update

Author(s): Alexandra Usher
Published: May 8, 2012

This report updates the December, 2011 report “AYP Results for 2010-11” to include AYP data from school year 2010-11 for New York State. Several numbers throughout the report have changed as a result of the new data from New York. Most notably, the estimated percentage of all public schools in the nation that did not make AYP for 2011 has been revised from 48% to 49%, an all-time high and an increase from 39% in 2010. The report also provides six years of trends in the percentage of schools in all 50 states, D.C., and the nation not making AYP.

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Reflections on a Half-Century of School Reform: Why Have We Fallen Short and Where Do We Go From Here?

Author(s): Jack Jennings
Published: January 27, 2012

Upon his retirement from the leadership of CEP, Jack Jennings reviews in this paper the three major school reform efforts of the last 50 years, proposes an agenda focused on the classroom, and advocates for the creation of a federal civil right to a good education to advance that agenda.

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AYP Results for 2010-11

Author(s): Alexandra Usher
Published: December 15, 2011

This report updates previous CEP research with data from the 2010-11 school year on the number of schools not making adequate yearly progress (AYP) under the No Child Left Behind Act (NCLB). The estimated percentage of all U.S. schools not making AYP was 48% in 2011, an all-time high and an increase from 39% in 2010. The report also provides six years of trends in the percentage of schools in all 50 states, D.C., and the nation not making AYP, using official numbers from the State Consolidated Performance Reports submitted to the U.S. Department of Education.

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Public Radio Podcast on the Future of the No Child Left Behind Act

Author(s): CEP
Published: April 29, 2011

On April 29, American RadioWorks, the producer of documentaries for public radio, released its podcast on the future of the No Child Left Behind Act. The program was an interview with Jack Jennings, CEP’s president and CEO.

Listen to the podcast here.

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Update with 2009-10 Data and Five-Year Trends: How Many Schools Have Not Made Adequate Yearly Progress?

Author(s): Alexandra Usher
Published: April 28, 2011

This report updates previous CEP research to include data from the 2009-10 school year on the number of public schools not making adequate yearly progress (AYP) under the No Child Left Behind ActThe percentage of schools not making AYP nationwide reached an all-time high of about 38% in 2010, marking a rise from the estimated 33% of public schools that failed to make AYP in 2009.  Accompanying this report is a background paper, State Policy Differences Greatly Impact AYP Numbers written by Wayne Riddle and Nancy Kober, which analyzes how the number of schools not making AYP has been influenced by changes in state testing policies and cut scores for proficiency on state tests, rising state achievement targets, the federal “safe harbor” provision, growth models, and other factors.

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The Achievement Gap: Slow and Uneven Progress for Students

Author(s): CEP
Published: December 14, 2010

Center on Education Policy's New Findings

After eight years of implementing the federal No Child Left Behind Act (NCLB) and other school reforms, how much progress have states and school districts made in raising achievement for students from all backgrounds and closing achievement gaps based on race, ethnicity, income, and gender?

In its new report, the Center on Education Policy analyzed trends in reading and mathematics performance and achievement gaps for several groups of students: African American, Asian American, Latino, Native American, and white students, as well as low-income, male, and female students.

View the comments by CEP President Jack Jennings, as he shares his viewpoints on the report and what it means for education reform.

What are the key findings of the report on the achievement gap in schools?

 

         

Jack Jennings, President, Center on Education Policy

What are the messages the report communicates?

 

         

Jack Jennings, President, Center on Education Policy

What is the impact on low-income children?

 

         

Jack Jennings, President, Center on Education Policy

What needs to change in schools in order to close the achievement gaps for poor children and children of color?

 

         

Jack Jennings, President, Center on Education Policy

What are the highlights of the report concerning Hispanic and Native American students?

 

         

Jack Jennings, President, Center on Education Policy

What gaps did you find between male and female students?

 

         

Jack Jennings, President, Center on Education Policy

Which states have been able to close the achievement gap?

 

         

Jack Jennings, President, Center on Education Policy

Video content produced by Spotlight on Poverty and Opportunity.

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How Many Schools and Districts Have Not Made Adequate Yearly Progress? Four-Year Trends

Author(s): Alexandra Usher
Published: December 13, 2010

This report analyzes trends over four years in the number of schools and school districts that did not make adequate yearly progress (AYP) in raising student achievement under the No Child Left Behind Act (NCLB). Using data from the Consolidated State Performance Reports submitted to the U.S. Department of Education by all 50 states and the District of Columbia, we calculated the percentage of schools and districts in the nation and in each state that did not make AYP based on testing in school years 2005-06 through 2008-09. An update to this report will be released early in 2011 and will include data from school year 2009-10.

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How Many Schools Have Not Made Adequate Yearly Progress Under the No Child Left Behind Act?

Author(s): Shelby Dietz, Malini Roy
Published: March 11, 2010

Drawing on data from state departments of education and other public sources, this report estimates the number nd percentage of public schools that did not make adequate yearly progress. The report finds that approximately one-third of the nation’s public schools did not make AYP in school year 2008-09, although the number varied greatly by state. A table outlining the percentage of schools not making AYP by state is also included.

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Letter to President Obama

Author(s): Jack Jennings
Published: August 27, 2009

From January to April 2009, CEP conducted research in Washington State to understand the impact of federal and state accountability policies on curriculum and instruction in high schools. Administrators, teachers, students, and parents were interviewed for the study. At the end of each teacher group interview, CEP researchers asked the teachers: "If you met President Obama in an elevator and had 30 seconds to talk to him about the No Child Left Behind Act (NCLB), what would you say?" This letter to President Obama summarizes the responses those teachers gave, offering their insights on federal education policy and the issues generally facing education today.

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Big Money for School Improvement: Title I School Improvement Funds Under the American Recovery and Reinvestment Act of 2009 (ARRA) and the Fiscal Year 2009 Appropriations

Author(s): CEP
Published: April 13, 2009

States and school districts will receive an unprecedented amount of funding -- more than $4.5 billion -- in the coming months targeted at providing extra assistance to schools that have failed to meet achievement targets under the No Child Left Behind Act. This report outlines how the Title I school improvement funds are distributed to school districts and what types of activities those funds can support.

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Title I Funds - Who's Gaining, Who's Losing: School Year 2008-09 Update

Author(s): Tom Fagan
Published: September 9, 2008

This report discusses funding for states and schools districts under the federal Title I, Part A program for school year 2008-09. (Title I is the largest federal program assisting elementary and secondary schools, and contains the key accountability provisions under the No Child Left Behind Act.) The report highlights the impact of annual poverty count updates on the distribution of funds, and discusses funding for school improvement activities. The report also examines the targeting of Title I funds to the highest poverty districts.

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From the Capital to the Classroom: Year 5 of the No Child Left Behind Act

Author(s): CEP
Published: June 10, 2008

Research report on the impact of the fifth year of implementation of the No Child Left Behind Act on a geographically diverse list of schools and school districts.

The following reports comprise the Annual Report for Year 5 (Click to View the individual reports):

by Ying Zhang 
Published: 06/10/2008 
 
by Jennifer McMurrer 
Published: 02/20/2008
 
by Caitlin Scott 
Published: 10/31/2007 
by Jennifer McMurrer 
Published: 08/22/2007
 
by Jennifer McMurrer 
Published: 07/24/2007 rev 12/2007
 
by CEP
Published: 07/11/2007 
 
by Angela Minnici and Deanna D. Hill 
Published: 05/09/2007
 
by Angela Minnici and Alice P. Bartley 
Published: 03/01/2007  
 
  
 
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NCLB Year 5: Some Perspectives from Rural School Districts on The No Child Left Behind Act

Author(s): Ying Zhang
Published: June 10, 2008

This CEP report examines the impact of NCLB on student achievement and teacher quality in some rural districts and the challenges those rural districts face in complying with the Act. The findings in this report are drawn from CEP’s 2006-07 nationally representative survey of school districts and from interviews with administrators in eight rural districts in various parts of the country.

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Many States Have Taken a "Backloaded" Approach to No Child Left Behind Goal of All Students Scoring "Proficient"

Author(s): Naomi Chudowsky and Victor Chudowsky
Published: May 19, 2008

This report examines the interim objectives for student achievement established by states in their accountability plans for the No Child Left Behind Act. These objectives lay out the percentages of students that must score at or above the proficient level on state tests each year, on the way toward meeting the law's ultimate goal of 100% of students achieving proficiency by school year 2013-14. These annual objectives are used by states to determine whether schools and districts have made adequate yearly progress. CEP's analysis found that almost half of the states (23 states) have "backloaded" their trajectories for reaching 100% proficiency. In other words, they have called for smaller achievement gains in the earlier years of the trajectory and much steeper gains in later years, as 2014 grows nearer. Another 25 states and the District of Columbia have adopted a more incremental approach that assumes steadier progress toward the 100% goal. The two remaining states have blended trajectories that do not fit readily into the backloaded or incremental categories.

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NCLB Year 5: Instructional Time in Elementary Schools: A Closer Look at Changes for Specific Subjects

Author(s): Jennifer McMurrer
Published: February 20, 2008

This report examines the magnitude of changes in instructional time in elementary schools in the years since NCLB took effect in 2002, and is a follow up report to Choices, Changes, and Challenges: Curriculum and Instruction in the NCLB Era that was issued by CEP in July 2007.

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NCLB Year 5: Reading First: Locally Appreciated, Nationally Troubled

Author(s): Caitlin Scott
Published: October 31, 2007

Despite problems with the federal administration of the Reading First program, this CEP report finds that the program is widely credited by state and local officials for lifting the achievement of students who receive Reading First services. Overall, more than three-fourths of states and two-thirds of districts with Reading First grants reported that the program’s assessment and instructional programs were important causes of gains in student achievement. Further, the report finds that Reading First’s impact is felt far beyond the participating schools, with more than half of Reading First districts using elements of Reading First in non-Reading-First schools and in the upper grades. Similarly, states reported that more than 3,000 non-Reading-First districts participated in state-led Reading First professional development.

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Title I Funds - Who's Gaining, Who's Losing: School Year 2007-08 Update

Author(s): Tom Fagan
Published: August 15, 2007

This report discusses funding for states and schools districts under the federal Title I, Part A program for school year 2007-08. (Title I is the largest federal program assisting elementary and secondary schools, and contains the key accountability provisions under the No Child Left Behind Act.) The report highlights the impact of annual poverty count updates on the distribution of funds and discusses the mandatory state reservation of funds for school improvement activities.

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NCLB Year 5: Choices, Changes, and Challenges: Curriculum and Instruction in the NCLB Era

Author(s): Jennifer McMurrer
Published: July 24, 2007

This report examines the amount of time spent during the school week on core academic subjects and how that allocation of time across subjects has changed since school year 2001-02 when NCLB was enacted. The report finds that approximately 62% of school districts increased the amount of time spent in elementary schools on English language arts and or math, while 44% of districts cut time on science, social studies, art and music, physical education, lunch or recess.

Note: Although the overall findings of this report have not changed, some of the specific numbers have been revised since its original publication to correct initial contractor data tabulation errors. To review the specific changes made, please click on "Report with Specific Revisions in Tracking".

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NCLB Year 5: Moving Beyond Identification: Assisting Schools in Improvement

Author(s): CEP
Published: July 11, 2007

This report examines the kind of assistance that schools in improvement receive and how effective district and state officials believe that assistance to be. The report's findings are based on CEP's annual survey of 50 state departments of education; our nationally representative annual survey of districts; and 12 case study districts involving interviews with district and school officials.

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English Language Learners' Provisions of the No Child Left Behind Act

Author(s): Dalia Zabala
Published: June 7, 2007

As part of its comprehensive, multiyear study of state and local implementation of the No Child Left Behind Act, the Center on Education Policy hosted a roundtable discussion on March 20, 2007 with leaders from 25 organizations to address potential improvements to the English language learners’ provisions of NCLB. For more information about this meeting see the meeting summary and other supporting material below provided by Diane August and Stanley Rabinowitz, guest speakers invited to initiate our discussion. 

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NCLB Year 5: Educational Architects: Do State Education Agencies Have the Tools Necessary to Implement NCLB?

Author(s): Angela Minnici and Deanna D. Hill
Published: May 9, 2007

The second report in a series of CEP publications on the implementation of the No Child Left Behind Act examines the capacity of state education agencies to carry out the requirements of NCLB. An analysis of survey data from all 50 states and interview data of 15 high-ranking state education officials from 11 states revealed four major capacity challenges: (1) limitations in staffing and infrastructure; (2) inadequate federal and state funding; (3) a lack of sufficient guidance and technical support from the U.S. Department of Education; and (4) barriers in NCLB and within state education agencies.

Supplemental Report on District Perspectives on State Capacity

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NCLB Year 5: State Implementation of Supplemental Educational Services under the No Child Left Behind Act

Author(s): Angela Minnici and Alice P. Bartley
Published: March 1, 2007

This report describes state efforts to carry out the supplemental educational services requirements. It is the first in a series of CEP publications on the NCLB implementation that will report on the results of our 2006 surveys of officials from 50 state educational agencies and a national sample of school districts, as well as case study research.

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Principles for Reauthorizing the Teacher Provisions of the No Child Left Behind Act and the Higher Education Act

Author(s): CEP
Published: February 1, 2007

As part of its comprehensive, multiyear study of state and local implementation of the No Child Left Behind Act, the Center on Education Policy hosted two meetings last fall with leaders from nearly two dozen education organizations to address potential improvements to the teacher provisions of NCLB. The recommendations that received the broadest support during the two roundtable sessions are included in Principles for Reauthorizing the Teacher Provisions of the No Child Left Behind Act and the Higher Education Act, which is intended to offer policymakers a set of principles to consider as they undertake reauthorization efforts.

CEP Roundtable Discussions on Improving NCLB's Highly Qualified Teacher Provisions -- October 17, 2006

CEP Roundtable Discussions on Improving NCLB's Highly Qualified Teacher Provisions -- November 29, 2006

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No Child Left Behind at Five: A Review of Changes to State Accountability Plans

Author(s): Naomi Chudowsky, Victor Chudowsky
Published: January 1, 2007

This report summarizes the changes to state NCLB accountability plans approved by the U.S. Department of Education during 2006, and discusses the changes in and expansion of state testing programs as a result of NCLB.

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CEP Roundtable Discussions on Improving NCLB's Highly Qualified Teacher Provisions - November 29, 2006

Author(s): Jennifer McMurrer
Published: November 29, 2006

On November 29, 2006, CEP convened representatives from 23 organizations to discuss possible changes to the NCLB definition of a highly qualified teacher. For more information on this meeting, click below on the meeting summary and the participating organizations' proposed improvements for NCLB reauthorization.

View the resulting report "Principles for Reauthorizing the Teacher Provisions of the No Child Left Behind Act and the Higher Education Act"

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Ten Big Effects of the No Child Left Behind Act on Public Schools

Author(s): Jack Jennings, Diane Stark Rentner
Published: November 1, 2006

This article describes ten major effects of the No Child Left Behind Act based on CEP's four year study of the implementation of NCLB at the federal, state, and local levels. The article appeared in the October 2006 Phi Delta Kappan, a magazine of Phi Delta Kappa International.

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CEP Roundtable Discussions on Improving NCLB's Highly Qualified Teacher Provisions - October 17, 2006

Author(s): Jennifer McMurrer
Published: October 17, 2006

On October 17, 2006, CEP convened 22 organizations to discuss possible changes to the NCLB requirement to equitably distribute qualified, experienced teachers among high-need and lower-need schools. For more information on this meeting, click below on the meeting summary and the participating organizations' proposed improvements for NCLB reauthorization.

View the resulting report "Principles for Reauthorizing the Teacher Provisions of the No Child Left Behind Act and the Higher Education Act"

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Keeping Watch on Reading First

Author(s): Caitlin Scott
Published: September 30, 2006

The report highlights findings from CEP’s surveys of state and school district officials and school district case studies regarding the federal Reading First program. CEP found that state and district officials believe that Reading First is having a significant and positive impact on student achievement, and has led to many changes in curriculum, instruction, and assessment. Also significant majorities of state and districts officials surveyed by CEP credit Reading First for student achievement gains.

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Title I Funds - Who's Gaining and Who’s Losing: School Year 2006-07 Update

Author(s): Tom Fagan
Published: August 1, 2006

School Year 2006-07 Update. This report provides information on the federal Title I, Part A funding for states and school districts for school year 2006-07.

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Debate on High School Dropout Rates

Author(s): CEP & The Economic Policy Institute
Published: April 27, 2006

On April 27, 2006, the Center on Education Policy hosted a debate on High School Dropouts between Lawrence Mishel, president of the Economic Policy Institute, and Jay P. Greene, endowed chair and head of the Department of Education Reform at the University of Arkansas and a Manhattan Institute senior fellow. Jack Jennings, president and CEO of CEP, moderated. The debate focused on the discrepancy between Mr. Green's dropout figures, which employ U.S. Department of Education diploma and enrollment data, and Mr. Mishel's analysis which also includes household and student longitudinal surveys.

Listen to audio file of the debate. (Real Media Player / MP3)

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From the Capital to the Classroom: Year 4 of the No Child Left Behind Act

Author(s): Diane Stark Rentner, Caitlin Scott, Nancy Kober, Naomi Chudowsky, Victor Chudowsky, Scott Joftus, Dalia Zabala
Published: March 24, 2006

Research report on the impact of the fourth year of implementation of the No Child Left Behind Act on a geographically diverse list of schools and school districts.

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A Shell Game: Federal Funds to Improve Schools

Author(s): Thomas Fagan
Published: February 1, 2006

This report describes problems with the way the funds under the No Child Left Behind Act are made available to schools identified for improvement.

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States Test Limits of Federal AYP Flexibility

Author(s): Naomi Chudowsky, Victor Chudowsky
Published: November 1, 2005

This reports describes states' flexibility in determining adequate yearly progress under the No Child Left behind Act.

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NCLB Policy Brief 3

Author(s): CEP
Published: July 1, 2005

NCLB: Narrowing the Curriculum - Subset of data from the Center on Education Policy's December 2004 Fall District Survey shows schools change curriculum to accommodate reading/language arts and/or math requirements in the No Child Left Behind Act. 

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NCLB Policy Brief 4

Author(s): CEP
Published: July 1, 2005

NCLB: What School Districts are Doing to Improve Teacher Quality in High-Need Schools -Subset of data from the Center on Education Policy's December 2004 Fall District Survey shows strategies taken by school districts to evenly distribute qualified teachers among high-need schools.

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Title I Funds - Who's Gaining and Who's Losing: School Year 2005-06 Update

Author(s): Thomas Fagan
Published: July 1, 2005

The report shows the top gaining and losing school districts in Title I funding in the 2005-2006 school year.

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Ensuring Academic Rigor or Inducing Rigor Mortis?

Author(s): Caitlin Scott, Tom Fagan
Published: June 23, 2005

Issues to Watch in Reading First - A report showing the impact of the Reading First Act on reading instruction in selected states and school districts.

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NCLB Policy Brief 1

Author(s): CEP
Published: June 1, 2005

NCLB: Urban Schools are Targeted for Improvement at Higher Rates than Suburban or Rural Schools - Subset of data from the Center on Education Policy's December 2004 District Survey shows the disproportionate number of Title I urban schools identified for improvement under the No Child Left Behind Act.

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NCLB Policy Brief 2

Author(s): CEP
Published: June 1, 2005

NCLB: Middle Schools are Increasingly Targeted for Improvement - Subset of data from the Center on Education Policy's December 2005 District Survey shows middle schools are disproportionately identified for improvement under the No Child Left Behind Act.

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Identifying School Districts for Improvement and Corrective Action Under the No Child Left Behind Act

Author(s): Naomi Chudowsky, Victor Chudowsky
Published: March 1, 2005

These findings indicate the way districts are identified for improvement under the No Child Left Behind Act, the consequences of that designation, and possible corrective actions.

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From the Capital to the Classroom: Year 3 of the No Child Left Behind Act

Author(s): CEP
Published: March 1, 2005

Report of findings from the third year of implementation of the No Child Left Behind Act shows progress but problems in federal administration, funding, and capacity.

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Rule Changes Could Help More Schools Meet Test Score Targets for the No Child Left Behind Act

Author(s): Naomi Chudowsky, Victor Chudowsky, Nancy Kober, Diane Stark Rentner
Published: October 1, 2004

This report shows the changes approved and disapproved by the US Department of Education in states' NCLB accountability plans and how these changes may affect the states making adequate yearly progress.

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Washington Post Op-Ed: Talk Tough, but …

Author(s): Jack Jennings, Nancy Kober
Published: October 1, 2004

Put the Money Where Your Mouth Is - Appearing in the Washington Post's op-ed Outlook section this letter points out the initial problems with the Administration's implementation of the No Child Left Behind Act.

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2004 Election Results and the No Child Left Behind Act

Author(s): CEP
Published: September 1, 2004

Published in the Fall 2004 issue of Notebook, a publication of the Grantmakers in Education association, this articles touches on effects the coming election might have on the No Child Left Behind Act.

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Title I Funds - Who's Gaining, Who's Losing, and Why (School Year 2004-2005)

Author(s): Thomas Fagan
Published: June 1, 2004

The report analyzes the mechanism for funding for Title I under the No Child Left Behind Act and the states that have either lost or gained federal funding under the program for school year 2004-2005.

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From the Capital to the Classroom: Year 2 of the No Child Left Behind Act

Author(s): Elizabeth Pinkerton, Caitlin Scott, Barbara Buell, Nancy Kober
Published: January 1, 2004

This report from the Center on Education Policy describes the implementation and effects of the No Child Left Behind Act (NCLB) during calendar year 2003, the second year of the Act's existence. The report is the first and most comprehensive national examination of all main aspects of NCLB implementation at the federal, state, and local levels, and is the second CEP report to examine the implementation of NCLB. The information in this report is based on a survey of 47 states and the District of Columbia, a nationally representative survey of 274 school districts, in-depth case studies of 33 urban, suburban, and rural school districts, and other research methods.

Among our major findings are that: states and school districts are trying hard to meet the requirements of the Act and agree with its goals; broader and deeper effects of the law were being felt by school districts in 2003, which is resulting in additional help for schools identified for improvement; choosing another public school is rarely used by parents of children in identified schools, while the option of receiving tutoring services is used more frequently; states and school districts are moving slowly to update the qualifications of teachers and paraprofessionals as required by the Act; some of the requirements of the Act are unworkable; and states and school districts face serious funding pressures and a lack of capacity to carry out the Act.

List of School Districts in Case Studies:

Alabama: Calhoun County School District
Alaska: Kodiak Island Borough School District
Arkansas: Fayetteville Public Schools
California: Escondido Union Elementary School District
California: Grant Joint Union High School District
California: Oakland Unified School District
Colorado: Colorado Springs District 11
Colorado: Fort Lupton Weld Re-8 School District
Florida: Collier County School District
Idaho: Joint School District No. 2 -- Meridian
Illinois: Chicago Public Schools
Kansas: Kansas City, Kansas Public Schools
Louisiana: St. John the Baptist Parish Public Schools
Massachusetts: Avon Public School District
Massachusetts: Boston Public Schools
Minnesota: Cloquet Independent School District No. 94

Mississippi: Pascagoula School District
Missouri: Hermitage School District
Nebraska: Heartland School District
Nevada: Clark County School District
New Jersey: Bayonne School District
New Mexico: Bloomfield School District
New York: Romulus Central Schools
North Carolina: Wake County Public School System
North Dakota: Napoleon School District
Ohio: Cleveland Municipal School District
Oregon: Tigard-Tualatin School District
South Carolina: Berkeley County School District
Texas: Cuero Independent School District
Vermont: Marlboro School District
Vermont: Orleans Central Supervisory Union
Virginia: Waynesboro School District
Wisconsin: Sheboygan Area School District

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Implementing the No Child Left Behind Act: A First Look Inside 15 School Districts in 2002-03

Author(s): Elizabeth Pinkerton, Nancy Kober, Caitlin Scott, Barbara Buell
Published: October 1, 2003

Initial findings on how 15 diverse school districts are initially implementing the No Child Left Behind Act.

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Keeping Score

Author(s): Jack Jennings
Published: August 1, 2003

This article from the Chattanooga Times Free Press advocates testing and accountability should just be part of an overall strategy for educational reform. 

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From the Capital to the Classroom: State and Federal Efforts to Implement the No Child Left Behind Act

Author(s): Diane Stark Rentner, Naomi Chudowsky, Tom Fagan, Keith Gayler, Madlene Hamilton, Nancy Kober, Elizabeth Pinkerton, Jack Jennings, Caitlin Scott, Barbara Buell
Published: January 1, 2003

Findings from review of first year of implementation of the No Child Left Behind Act at state and federal levels. This also includes the 15-District case study "Implementing the No Child Left Behind Act: A First Look Inside 15 School Districts in 2002-03" which are initial findings on how 15 diverse school districts are initially implementing the No Child Left Behind Act.

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A New Federal Role in Education

Author(s): Jack Jennings, Diane Stark Rentner, Nancy Kober
Published: September 1, 2002

This offers a brief overview of the provisions in the No Child Left Behind Act.

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Knocking on Your Door

Author(s): Jack Jennings
Published: September 1, 2002

This article reprinted from the "American School Board Journal" describes the immediate and long term impact of the implementation of the No Child Left Behind Act.

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What to Expect From the No Child Left Behind Act

Author(s): Jack Jennings
Published: June 1, 2002

Stricter Federal Demands: Bigger State Role - This article, which appeared in "The State Education Standard," a quarterly publication of the national Association of State Boards of Education, indicates the changing roles for states and local school districts under the No Child Left Behind Act.

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Maryland Points to the Future

Author(s): Jack Jennings
Published: April 1, 2002

The Next Phase of Education Reform - A summary of the recommendations by Maryland to implement the No Child Left Behind Act and the implications for other states.

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New Leadership for New Standards

Author(s): Jack Jennings
Published: January 1, 2002

This column from the Wallace Readers Digest Funds, "Leaders Count Report," indicates the key points of the No Child Left Behind Act and its impact on educational and community leaders.

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2000 Presidential Campaign Issue Briefs - Al Gore

Author(s): Diane Stark Rentner
Published: August 1, 2000

A brief on then-candidate Al Gore's positions and proposals on education funding, the use of technology in schools, before and after-school care, educational accountability, ensuring teacher quality, preschool and child care proposals and Higher Education during the 2000 campaign.

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2000 Presidential Campaign Issue Briefs - George W. Bush

Author(s): Diane Stark Rentner
Published: August 1, 2000

A brief on then-candidate George W. Bush's positions and proposals for improving math and science achievement, the use of technology in schools, educational accountability, ensuring teacher quality and Higher Education during the 2000 campaign.

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