Since the United States Congress enacted the No Child Left Behind Act in 2001, school districts have been charged with ensuring that all students are proficient in reading and math by 2014. Schools failing to achieve are labeled as failing or needing improvement. This study sought to determine if commercially produced elementary math curricula…

Context: Policy makers have long used policy tools to influence various components of the education system. The passage of No Child Left Behind increased the federal role and the focus on student outcome measures. This change in the policy environment can affect not only teachers and teaching but researchers and research on teaching as well.…

Changes in the national education system in Turkey have negative effects on the development of sports. Because, as classroom teachers teach Physical Education courses themselves, instead Physical Education teachers teach the course. This was because of a recent legislation released by the Ministry of National Education related to 4+4+4 compulsory…

Schools across the nation are facing the challenge of addressing behavioral issues with students. Traditional approaches to discipline have been ineffective in improving student behavior. The passing of the No Child Left Behind Act (NCLB) of 2001 and revisions of the Individual Disabilities Education Improvement Act (IDEIA) of 2004 require schools…

AERA's 2017 Call for Proposals asks us to consider pathways to achieving equal educational opportunity. This presentation argues that homelessness is one critical issue often overlooked when considering such pathways. Nationwide, over 1.3 million students experienced homelessness in 2013 (National Association for the Education of Homeless Children…

Background: Approximately one third of California school-age children are overweight or obese. Legislative approaches to assessing obesity have focused on school-based data collection. During 2010-2011, the Chula Vista Elementary School District conducted districtwide surveillance and state-mandated physical fitness testing (PFT) among fifth grade…

This report explains that The Elementary and Secondary Education Act (ESEA)--known since 2001 as No Child Left Behind (NCLB)--requires states to set annual objectives for increasing student achievement in reading and mathematics and closing achievement gaps among student subgroups. Under the flexibility waiver granted by the US Department of…

With the adoption of the No Child Left Behind Act (NCLB) in 2002, the federal government signaled its intention to close achievement gaps in K-12 education, particularly for minority students. While there has been surprising progress in educating disadvantaged students since the law was passed, according to a new report released today by Education…

The Common Core State Standards, adopted by 46 states and the District of Columbia, promise to raise achievement in English and mathematics through rigorous standards that promote deeper learning. But while most policymakers, researchers, and educators have embraced these higher standards, some question the fairness of raising the academic bar on…

Federal and state initiatives (No Child Left Behind, 2001) require schools and districts to set high standards for student growth and achievement. Currently, student growth and progress are measured in Louisiana via statewide achievement tests. In 4th and 8th grades these assessments are considered to be 'high-stakes', as promotion and retention…

Title I, Part A and Title II, Part A funds are provided to Houston Independent School District (HISD) through the 2002 reauthorization of the Elementary and Secondary Education Act of 1965 (ESEA), also known as the No Child Left Behind Act of 2001 (NCLB). Both funds focus on enhancing student achievement: Title I, Part A provides supplemental…

Since 2001, the Chinese government had passed a series of policies known as "the two primary responsibilities" to allow the rural migrant children to attend urban public schools. However, what the migrant children actually experienced in and after negotiating access to these schools deserves serious attention from educators, scholars and…

The introduction of No Child Left Behind increased performance expectations for students across the United States and compelled teachers to focus on standardized assessments instead of frequent formative assessments to monitor instruction and promote student learning. Common formative assessments (CFAs) help teachers align curriculum, assessment,…

Legislation has mandated that schools provide instruction in the general education setting to students who are not performing on grade level by using a response to intervention (RTI) process and provide subsequent interventions. However, evidence suggests that teachers lack an understanding of RTI, which may impact implementation and the progress…

The No Child Left Behind Act of 2001 raised awareness of the educational quality gap between European Americans and minorities, especially in reading. This gap underscores the importance that students master basic reading skills in order to achieve higher levels of reading proficiency. The purpose of this quantitative quasi-experimental study was…