The No Child Left Behind (NCLB) Act compelled states to design school accountability systems based on annual student assessments. The effect of this federal legislation on the distribution of student achievement is a highly controversial but centrally important question. This study presents evidence on whether NCLB has influenced student achievement based on an analysis of state-level panel data on student test scores from the National Assessment of Educational Progress (NAEP). The impact of NCLB is identified using a comparative interrupted time series analysis that relies on comparisons of the test-score changes across states that already had school accountability policies in place prior to NCLB and those that did not. Our results indicate that NCLB generated statistically significant increases in the average math performance of fourth graders (effect size 5 0.23 by 2007) as well as improvements at the lower and top percentiles. There is also evidence of improvements in eighth-grade math achievement, particularly among traditionally low-achieving groups and at the lower percentiles. However, we find no evidence that NCLB increased fourth-grade reading achievement. © 2011 by the Association for Public Policy Analysis and Management.
No Child Left Behind Act
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The No Child Left Behind Act, a federal social program that tries to encourages after school programs should be eliminated and the extra funds given to schools to decide where it goes.
The NCLB Act, “was designed to improve education and achievement in America’s schools in four clearly defined ways: accountability for results, an emphasis on doing what works based on scientific research, expanded parental options and expanded local control flexibility.” Basically the Federal government funds schools for after-school programs to try to encourage school participation among students and reduce dropping out of school. Examples of after-school programs funded by the NCLB act are first and foremost tutoring, then extra-curricular activities such as sports, community service etc.
The NCLB Act is not effective because of the current situation of state governments calling certain schools “failures” because of their low exam scores, thereby reducing funding to the school. If the federal government is funding the NCLB Act for after school programs, it would seem that it was funding a non-effective program. I have broken down the consequences as follows.
-Low test scores, school gets reduced funding and
put “under state review.”
-Teachers fired, less motive for students to stay
in school. School’s curriculum is ineffective.
-Meaning more money would have to be spent on the
NCLB Act for it to compensate the loss of the
school’s own after-school programs.
-So failing a school, based on government
standards, just to spend more on it? Digging
their own trap hole.
Based on my understanding of the education that I have received and the changes that I have witnessed, there are many alternatives to the NCLB Act, some of which I shall explain below.
-Focus on strengthening the curriculum. Subjects should help student in the future. Introduction of GE courses in high school, instead of introducing GE courses in college.
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No Child Left After-school Programs Current Situation Test Scores Scientific Research Federal Government Community Service
If students get GE’s in high school they can figure out their weaknesses and strengths early on in their lives and also figure what they want do with their lives and increase their chances of going to college instead of graduating with only a HS diploma.
-Use excess money from the NCLB Act to assist in creating their own after school programs.