From the Capital to the Classroom: Year 4 of the No Child Left Behind Act

Publication Date: March 2006

Publisher: Center on Education Policy

Author(s):

Research Area: Education

Keywords: Education Laws; education policy ; children; public schools

Type: Report

Coverage: United States

Abstract:

Standardized test scores are rising in the vast majority of states and school districts, and gaps in reading scores between white and African American students are narrowing, with many school leaders citing the requirements of the No Child Left Behind Act (NCLB) as an important factor. But while NCLB is prompting districts to align their instruction with state standards, it is also causing a majority of districts to reduce their instructional time in other subjects to make room for reading and math.

Those are some of the findings of this report from the Center on Education Policy, an independent, nonpartisan advocate for more effective public schools. The report is based on a comprehensive study of the impact of NCLB, including a survey of education officials in all 50 states, a nationally representative survey of 299 school districts, and in-depth case studies in 38 geographically diverse districts. The Joyce Foundation was the lead funder of the study.