Podcast: How has the No Child Left Behind (NCLB) Act affected student achievement? This is no idle question, as the landmark federal law is long overdue for reauthorization. The Obama administration has recently urged Congress to add the issue to its already crowded 2010 agenda, even going so far as to include an additional $1 billion for K–12 education in its budget proposal if the law is reauthorized this year (a wholly symbolic gesture, given that it is Congress that sets spending levels, but one that indicates the administration’s priorities). Essay Advantages And Disadvantages Of Diwali Festival Houston more.

Yet heightened attention to NCLB has not produced consensus over its consequences for students. No Child Left Behind was a reauthorization of the Elementary and Secondary Education Act (ESEA), the central federal legislation relevant to K–12 schooling. NCLB dramatically expanded the law’s scope by requiring that states introduce school-accountability systems that applied to all public schools and students in the state. NCLB requires annual testing of students in reading and mathematics in grades 3 through 8 (and at least once in grades 10 through 12) and that states rate schools, both as a whole and for key subgroups, with regard to whether they are making adequate yearly progress (AYP) toward their state’s proficiency goals. Supporters and critics, in their various approaches to discerning NCLB’s impact, share a significant problem: because NCLB applies to all public school students, researchers lack a suitable comparison group and so have been unable to distinguish the law’s effects from the myriad other factors at work over the past eight years. The new research we present below takes on this challenge. Our basic insight is that the test-based accountability provisions that are the defining characteristic of NCLB did not come from nowhere, but rather were modeled quite closely on reforms adopted by many states in the 1990s.

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