No Child Left Behind Is It Broken

Topics: High school, No Child Left Behind Act, Secondary school Pages: 6 (2604 words) Published: June 10, 2013
Is No Child Left Behind Broken?
Liberty University


This paper includes a reference list of literature relating to the research question “Has reading and math scores improved since No Child Left Behind Act has been in place”? In studying the literature it seems to suggest that the NCLB Act is broken and has not done what it was designed to do. Questions have been raised such as has there been no affect in the reading and math scores on the CRCT since NCLB has been implemented back in 2001.

Keywords: No Child Left Behind Act, CRCT scores, math and reading CRCT scores, NCLB broken, grades,

Is No Child Left Behind Broken?
What is the No Child Left Behind Act of 2001 it is a milestone in education reform intended to improve student achievement and change the culture of America's schools. President George W. Bush describes this law as the "cornerstone of my administration." Clearly, our children are our future, and, as President Bush has expressed, "Too many of our neediest children are being left behind." With passage of No Child Left Behind, Congress reauthorized the Elementary and Secondary Education Act (ESEA)--the principal federal law affecting education from kindergarten through high school. In amending ESEA, the new law represents a sweeping overhaul of federal efforts to support elementary and secondary education in the United States. It is built on four common-sense pillars: accountability for results; an emphasis on doing what works based on scientific research; expanded parental options; and expanded local control and flexibility. “It is being widely reported that a new study shows there have been improvements in math and reading test results since passage of the No Child Left Behind Act five years ago, but the report itself says the cause of the gains is not clear. The independent nonprofit Center on Education Policy (CEP) released the report, Answering the Question that Matters Most: Has Student Achievement Increased Since No Child Left Behind?, which CEP described as the "most comprehensive and thorough study to date of the results of state tests administered as part of the landmark federal education law." In an official statement, NEA President Reg Weaver said, "The report clearly indicates that given the current available data, 'an accurate and complete picture of NCLB is a moving target.' Essentially, the report reinforces that NCLB has done very little to improve accountability and not nearly enough to close the achievement gaps." But in my research I will be investigating is the eleven year old NCLB Act really working or helping students. ("Study Finds Test Scores Up Since NCLB, But Cause Remains Unclear," 2004, p. 3)

James, R. R. (2009-2010, ). How to mend a broken act: Recapturing Those Left Behind by No Child Left Behind . , 3, 683-712. Retrieved from

This article is divided up into four parts. The first part provides a background of the problems the law was intended to address and gives a historical perspective of unequal educational opportunities and how minorities and low-income individuals are disproportionately affected by various social and societal factors that prevent them from receiving a high-quality education. The main objective of part one of the article is to provide context of the problems that led to the passage of NCLB Act. Part two of the article discusses specific provisions of the NCLB act that are most problematic. Especially focusing on the provisions that establish the requirement that students attain universal proficiency; create a timeline expiring in the 2013-2014 academic year for such universal proficiency; require the use of standardized tests to assess students’ academic proficiency; and on an escalating scale, penalize schools that are unable to meet the Act’s adequate yearly progress requirements. (James, 2009-2010, p. 4)

McColl, A. (2005, September). Has “No Child”...

References: Cronin, J., Dahlin, M., Adkins, D., & Kingsbury, G. G. (2007, October). The Proficiency Illusion. Thomas B. Fordham Institute. Retrieved from
Hoerandner, C
Houston, P. D. (2007, June). The Seven Deadly Sins Of No Child Left Behind. Phi Delta Kappan, 88, 744-748. Retrieved from
James, R
McColl, A. (2005, September). Has “No Child” Left Behind the Constitution? The Education Digest, 71(1), 4-13. Retrieved from
Shakrani, S
Study finds test scores up since NCLB, but cause remains unclear. (2004). Retrieved from
Walsh, K
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