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No Child Left Behind (NCLB) We are committed to generating and synthesizing research on key civil rights and equal opportunity policies that have been neglected or overlooked. School Accountability under NCLB: Aid or Obstacle for Measuring Racial Equity? Ann Owens and Gail L. Sunderman. October 10, 2006 At the core of the federal No Child Left Behind Act of 2001 (NCLB) are relatively simple but controversial accountability provisions: all schools and districts must meet state standards by 2014. In this policy brief, the Civil Rights Project reviewed state progress towards meeting the NCLB accountability requirements and found that many schools, once identified as needing improvement, are not moving out of improvement status and new schools continue to be added to the list of schools needing improvement.
Tracking Achievement Gaps and Assessing the Impact of NCLB on the Gaps: An In-depth Look into National and State Reading and Math Outcome Jaekyung Lee. June 14, 2006 A primary goal of the federal No Child Left Behind Act is to improve achievement and narrow the achievement gap. This study compares scores on the National Assessment of Educational Progress (NAEP) with state assessment results and concludes that the high stakes testing and sanctions required by NCLB are not working as planned. The report demonstrates how over the past few years since NCLB's inception, state assessment results show improvements in math and reading, but students are not showing similar gains on the NAEP. It also shows that the federal accountability rules have little or no impact on racial and poverty gaps.
The Unraveling of No Child Left Behind Gail L. Sunderman. February 13, 2006 A fundamental problem with the No Child Left Behind Act (NCLB) as reauthorization approaches is that what once seemed a clear if highly controversial policy has now become a set of bargains and treaties with various states. Federal aid programs rarely produce raging controversy, but NCLB, the major domestic policy accomplishment of the Bush Administration, has stirred passions across the country. Some of the attacks, coming from conservatives as well as liberals claim that the act itself or the policies being enforced under the act are illegal or even unconstitutional.
Domesticating a Revolution: No Child Left Behind Reforms and State Administrative Responses Sunderman, G.L. & Orfield, G. January 1, 2006 The federal No Child Left Behind Act of 2001 relies on state education agencies to play crucial roles in implementing the federal mandates. Yet whether states have the capacity to meet this challenge is a fundamental question. This report examines how states are meeting the financial and human resource demands and whether they have they have the expertise to meet the law?s requirements. It found that states made a good faith effort to comply, but also a striking lack of resources and expertise to accomplish the law?s goals.
NCLB meets school realities: Lessons from the field Sunderman, G.L., Kim, J.S. & Orfield, G.. December 30, 2005 NCLB Meets School Realities is an essential resource for educators and policymakers wanting to explore and understand the issues raised by NCLB. Based on original research of 11 districts across 6 states, this book details how NCLB is put into practice, the issues it raises, and how it affects minority and low-income students. The authors look closely at the implications of increased federal involvement in education, how states designed their accountability systems to meet the NCLB requirements, and the implications of the adequate yearly progress provisions for schools and students. They examine whether the transfer policy creates better schooling options for disadvantaged families, the ability of districts to implement supplemental educational services, and how teachers view the efficacy of NCLB?s reforms. They also review graduate rate accountability in light of the national graduation rate crisis. The book was a USA BookNews 'Best Books Award Finalist.'
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