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f No Child Left Behind
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The Basics
Department of Education home page http://www.ed.gov/index.jhtml
No Child Left Behind home page http://www.ed.gov/nclb/landing.jhtml
NC No Child Left Behind http://www.ncpublicschools.org/nclb/
Books
No Child Left Behind?: The Politics and Practice of School Accountability. Peterson, Paul E. and Martin R. West, eds. Washington: The Brooking Institution, 2003.
Rakoczy, Kenneth Leo. No Child Left Behind: No Parent Left in the Dark. Edu-Smart.com Publishing, 2003.
Publication designed to tell parents "why" and "how" they should be involved in the educational process.
Wright, Peter W.D., Pamela Darr Wright, and Suzanne Whitney Heath. Wrights Law: No Child Left Behind. Harbor House Law PR, 2003.
Maps out the law. Includes full text of No Child Left Behind Act with analysis, interpretation, and commentary, advocacy strategies, tips, and sample letters.
Articles
Ananda, Sri (2003). "Achieving Alignment." Leadership, 33(1), 18-21,37.
Describes how school districts can implement alignment between student learning standards and assessments used to measure that learning. Focuses on alignment between standards and assessment in No Child Left Behind Act, the types of alignment studies requested by states and districts, and using the results of alignment studies to inform practice.
Arhar, Joanne M. (2003). "No Child Left Behind and Middle Level Education: A Look at Research, Policy, and
Practice." Middle School Journal, 34(5), 46-51.
Goertz, Margaret (2003). "Mapping the Landscape of High-Stakes Testing and Accountability Programs."
Theory into Practice, 42(1), 4-11.
Describes the types of state assessment and accountability policies in place when Congress enacted the No Child Left Behind (NCLB) Act of 2001, noting how districts in eight states responded to these policies and identifying four challenges facing states and districts as they implement the NCLB
Hamilton, Laura and Stecher, Brian (2004). "Responding Effectively to Test-Based Accountability." Phi Delta
Kappan, 85(8), 578-584.
Provides strategies that will help educators function better in accountable school districts and accountable schools in line with the No Child Left Behind (NCLB) Act of 2001 in the U.S. List of the accountability systems under NCLB; Demands placed by the test-based accountability provisions of NCLB on states, districts and schools; Use of standards to improve instruction.
Hardy, Lawrence (2003). "Information, Please." American School Board Journal, 190(7), 20-22.
Requirements of the No Child Left Behind Act present school districts with a massive lesson in data-driven decision-making. Technology companies offer data-management tools that organize student information from state tests. Offers districts advice in choosing a technology provider.
Hombo, Catherine M. (2003). "NAEP and No Child Left Behind: Technical Challenges and Practical Solutions."
Theory into Practice. 42(1), 59-65.
The National Assessment of Educational Progress (NAEP) has been assessing and reporting on the state of US education for thirty years. Under the No Child Left Behind Act of 2001, NAEP will play an even more prominent role in the evaluation of adequate yearly progress in the states, jurisdictions, and territories receiving Federal Title I assistance.
Mathis, William J. (2003). "No Child Left Behind: Costs and Benefits." Phi Delta Kappan, 84(9), 79-86.
Weckstein, Paul (2003). "Accountability and Student Mobility under Title I of the No Child Left Behind Act."
Journal of Negro Education, 72(1), 117-125.
Highlights three risks that mobile children face under Title I of the No Child Left Behind Act - 1) They will not be assessed or counted for school accountability. 2) That schools will push low-achieving students to other schools in order to avoid accountability for their achievement. 3) The risk of limited access to program components and parental involvement provisions of Title I.