The impact of no Child Left Behind on student achievement

The neoliberal revolution negatively impacted the American society and educational system. Several major contributors to neoliberal thinking helped develop the theory. Two examples of utilizing neoliberal principles are the Sears corporation and the nation of Honduras, both teetering on the brink of collapse. The GINI Index can be used to provide insight into American economic inequality. Neoliberalism as a social movement and its impact on the American educational system are analyzed. Major conceptual components of neoliberalism, including competition, choice, privatization, standardization, accountability, marketing, and deregulation, are presented. Legislation using these principles include No Child Left Behind, Race to the Top and the Every Child Succeeds Act (ESSA). The testing, voucher, and charter movements are discussed. Three kinds of charter schools together with their academic and segregating results are analyzed. Charter and voucher supporters have become active in the political process to increase the charter component of public education. Corruption in charters and vouchers and neoliberalism’s undermining of public support for public education is treated. Online education’s positive support for small and rural schools, particularly for high schools, is noted, as is online education’s assistance for credit recovery. Another impact of neoliberalism on public education is noted, that is treating charters and vouchers as commodities which provide opportunities for private investment.

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Administrative Perspectives on the No Child Left behind Act (NCLBA) for Students with Disabilities in Rural Settings

Rural Special Education Quarterly ◽

10.1177/875687050502400106 ◽

2005 ◽

Vol 24 (1) ◽

pp. 27-31 ◽

Cited By ~ 10

Author(s):

Luann L. Purcell ◽

Bill East ◽

Harvey A. Rude

Keyword(s):

Special Education ◽

No Child Left Behind ◽

Students With Disabilities ◽

Service Providers ◽

The State ◽

Successful Implementation ◽

Left Behind ◽

Education Leaders ◽

State And Local ◽

The Impact

The impact of the federal No Child Left Behind Act (NCLBA) has provided a significant challenge and opportunity for administrators of special education services at the state and local levels. Leaders representing prominent professional organizations at both the state (National Association of State Directors of Special Education, Inc.) and local (Council of Administrators of Special Education, Inc.) education levels have identified advantages and barriers to successful implementation of the legal mandates. The most significant challenges for special education leaders and managers include: the requirements for adequate yearly progress for all learners, the provision of highly qualified special education service providers, and an adequate amount of attention devoted to all subgroups of learners. The unique difficulties for rural schools providing an appropriate education to all learners, including those with disabilities, are compounded by the effects of supplemental services, choice options, and the identification of adequate resources. The implications for the preparation of effective special education leaders and managers are identified within these parameters.

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Ethnically Diverse Rural Special Educators who are Highly Qualified: Does NCLB Make this Impossible?

Rural Special Education Quarterly ◽

10.1177/875687050502400105 ◽

2005 ◽

Vol 24 (1) ◽

pp. 23-26 ◽

Cited By ~ 3

Author(s):

Mary Anne Prater

Keyword(s):

No Child Left Behind ◽

Rural Areas ◽

Special Educators ◽

Ethnically Diverse ◽

Highly Qualified Teachers ◽

Highly Qualified ◽

Short Supply ◽

Left Behind ◽

Definition Of ◽

The Impact

Ethnically diverse special educators are in short supply not only in urban and suburban schools, but in rural areas as well. Finding teachers who meet the highly-qualified definition under the No Child Left Behind Act of 2001 worsen the shortage problem. This article addresses the impact of the definition of highly-qualified teachers on the recruitment and retention of ethnically diverse special educators and provides some suggested solutions for rural schools and districts to consider.

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Student achievement and efficiency in Missouri schools and the No Child Left Behind Act

Economics of Education Review ◽

10.1016/j.econedurev.2004.11.002 ◽

2006 ◽

Vol 25 (1) ◽

pp. 77-90 ◽

Cited By ~ 25

Author(s):

Diane F. Primont ◽

Bruce Domazlicky

Keyword(s):

Student Achievement ◽

No Child Left Behind ◽

Left Behind

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The Rhode to Turnaround: The Impact of Waivers to No Child Left Behind on School Performance

Educational Policy ◽

10.1177/0895904817719520 ◽

2017 ◽

Vol 33 (4) ◽

pp. 555-586 ◽

Cited By ~ 9

Author(s):

Shaun M. Dougherty ◽

Jennie M. Weiner

Keyword(s):

No Child Left Behind ◽

Rhode Island ◽

Student Mobility ◽

Performance Measure ◽

Fuzzy Regression ◽

Continuous Performance ◽

Left Behind ◽

Fuzzy Regression Discontinuity Design ◽

Using Data ◽

The Impact

Using data from Rhode Island, and deploying a fuzzy regression-discontinuity design, this study capitalizes on a natural experiment in which schools, in accordance with the No Child Left Behind (NCLB) waivers, were sorted into performance categories based on a continuous performance measure. The lowest performing schools were then mandated to implement interventions. We find that schools implementing fewer interventions perform no differently than comparable schools without such requirements. Additionally, schools just required to implement more interventions performed worse than comparable schools implementing fewer. Finally, we find differences in the probability of student mobility from lower performing schools.

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