The education landscape is changing as a result of No Child Left Behind (NCLB). How is it changing, and who is most affected? The reports presented in this article examine the impact of NCLB, highlight educators' concerns, and recommend improvements. These reports include: (1) "From the Capital to the Classroom: Year 4 of the No Child Left…

Author presented the case against the institution of a no-fault divorce law. (RK)

Despite the 1998 Children's Online Privacy Act's supposed protections, most web sites still collect personal information and post no privacy statements. Internet-filtering software packages are described and suggestions given for creating a safe environment, dismantling "cookies," informing parents and teachers, and checking…

Traces the historical development and rationale for compulsory school attendance laws and argues that lowering the age of compulsory education without providing viable options for the social development and self-realization of youth is to invite disaster for youth and for society. (Author/JG)

The first federal Internet privacy law (the Children's Online Privacy Protection Act) provides safeguards for children by regulating collection of their personal information. Unfortunately, teens are not protected. Legislation is pending to protect children from online marketers such as ZapMe! Interactive technologies require constant vigilance.…

The structure of No Child Left Behind Act (NCLB), whether the NCLB tests are appropriate or not and the adequate yearly progress (AYP) of public school students are discussed. Accountability systems implemented with inappropriate achievement tests are harming students more than helping them.

From talking with educators across the United States, the author has concluded that No Child Left Behind is having "an enormously positive impact." NCLB's most important benefit is a new focus on the academic performance of poor and minority students, English language learners, and students with disabilities. The law has also provided…

Provides six questions that can be used for establishing criteria in evaluating education policy changes. The questions will help examine political and technological dimensions of school reform. (MD)

The 1998 Comprehensive School Reform Demonstration Program provides $120 million for Title I schools and an additional $25 million for all public schools. Almost 3,000 schools are receiving $50,000 each to implement schoolwide models listed and explained in this article. Challenges and funding tips are discussed. (Contains 13 references.) (MLH)

Anderson Elementary, a preK-6 school founded in 1886, was dubbed "In Need of Improvement" in 2002 after failing for three years in a row to make adequate yearly progress required under the No Child Left Behind Act. Anderson Elementary, to raise fallen achievement scores, pressed every school professional into the service of student…

A non-cushioned adequate yearly progress (AYP) sledgehammer will start pounding many schools from the beginning of 2005. The AYP-failed schools that receive Title 1 No Child Behind Policy (NCLB) funds will be placed on a sanction-laden improvement track than can improve a school all the way into nonexistence.

Rod Paige, US Secretary of Education, and former superintendent of schools in Houston narrates his vision for US schools and the need for leadership in educational institutions. He defends the controversial No Child Left Behind Act and feels that each leader is responsible for ensuring that the students receive first-class education in all of the…

With its focusing on high-stakes testing in reading and math, NCLB has narrowed the curriculum. This focus comes at the expense of instruction in social studies, the arts, science, and health and denies many students access to the quality curriculums that students in more affluent schools enjoy. NCLB is now the prescribed method of treatment for…

NCLB is leaving English language learners behind because it defies logic and common sense, is internally self-contradictory, and sets AYP expectations that the subgroup cannot possibly attain. Although the U.S. Department of Education allows states to use a variety of strategies to avoid having a Limited English Proficiency (LEP) subgroup, few…

An era of high-stakes testing and accountability may be producing classroom conditions that undermine student learning. When teachers must focus their energies on preparing students for the test, they have less time to get to know students personally or make them feel valued, respected, and supported. The author reviews research showing that…