by Annalee G. Good, Patricia Ellen Burch, Mary S. Stewart, Rudy Acosta & Carolyn Heinrich 2014This paper examines the character and quality of instruction in afterschool tutoring programs mandated under No Child Left Behind. It draws upon a mixed-method, longitudinal study to examine the nature of the instructional setting to suggest reasons for a lack of significant effects on academic achievement.
by Arun K. Ramanathan 2008In this analytic essay, the author conducts a comparative policy analysis of the federal role in the oversight and enforcement of the No Child Left Behind Act (NCLB) and the Individuals With Disabilities Education Act (IDEA). The author reviews the evolution of the oversight and enforcement mechanisms in the laws and compares their implementation by the Department of Education and the responses to this implementation. He concludes with a discussion of the implications of this analysis for the federal focus on improving educational outcomes.
by Gail L. Sunderman & James S. Kim 2007This article examines the implications of expanding the federal role in education under the No Child Left Behind Act of 2001. It focuses on the developing set of relationships between federal, state, and local officials under the new law and the factors that contributed to a growing conflict over implementation.
reviewed by Robert L. Hampel 2006
reviewed by Anthony P. Cavanna 2005
reviewed by John Criswell 2004
reviewed by Philip I. Kramer 2004
by Andrew Rudalevige August 10, 2005As recent state critiques of No Child Left Behind (NCLB) make clear, the states and federal government are far apart in their understanding of how the spirit of NCLB might continue to take tangible form. This brief article lays out some of the major divides and their implications and urges that the two sides work in good faith to bridge them.
reviewed by Aaron Cooley March 29, 2007
reviewed by John Criswell April 03, 2008