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No Child Left Behind

This poster introduces the faculty lecture series UNT Speaks Out on No Child Left Behind. This series features Dr. Jeanne Turks, associate professor for teacher education and administration, Dr. D. Jack Davis, professor emeritus of art education and art history, and Dr. Troy Johnson, UNT's vice provost for enrollment.

Date: October 2011

Creator: Mondragon-Becker, Antonio

Object Type: Poster

System: The UNT Digital Library

NCLB: The Myth, The History, The Reality

This presentation is part of the faculty lecture series UNT Speaks Out on No Child Left Behind. In this presentation, the author discusses the law's impact on curricula and student learning, particularly in mathematics.

Date: October 5, 2011

Creator: Tunks, Jeanne L.

Object Type: Presentation

System: The UNT Digital Library

UNT Speaks Out on No Child Left Behind: The Impact of NCLB on Arts Education

This presentation is part of the faculty lecture series UNT Speaks Out on No Child Left Behind. This presentation discusses the No Child Left Behind (NCLB) Act and its impact on arts education.

Date: October 5, 2011

Creator: Davis, D. Jack

Object Type: Presentation

System: The UNT Digital Library

(open access)

Paraprofessional Quality and the No Child Left Behind Act of 2001

None

Date: January 28, 2008

Creator: unknown

Object Type: Report

System: The UNT Digital Library

(open access)

K-12 Education: Highlights of the No Child Left Behind Act of 2001 (P.L. 107-110)

Report for Congress entailing highlights from the No Child Left Behind Act of 2001 Topics include, provisions, funding, reading programs, special flexibility programs, etc.

Date: January 15, 2003

Creator: Riddle, Wayne C.

Object Type: Report

System: The UNT Digital Library

(open access)

Writing Transformations: Mediating the Effects of High-Stakes Testing Through the National Writing Project

Paper discusses the efforts of the National Writing Project (NWP) to mitigate the effects of high-stakes testing on teachers and students.

Date: 2008

Creator: Llanes, Sharaya

Object Type: Article

System: The UNT Digital Library

(open access)

Educational Testing: Implementation of ESEA Title I-A Requirements Under the No Child Left Behind Act

This report provides background information on state pupil assessment programs and policies, a description of the Elementary and Secondary Education Act (ESEA) Title I-A assessment requirements as expanded by the No Child Left Behind Act of 2001 (NCLBA), a review of the implementation status of these requirements, and an analysis of related issues which may be addressed by the 108th Congress.

Date: April 6, 2004

Creator: Riddle, Wayne C.

Object Type: Report

System: The UNT Digital Library

(open access)

No Child Left Behind Act: States Face Challenges Measuring Academic Growth

Testimony issued by the Government Accountability Office with an abstract that begins "The No Child Left Behind Act (NCLBA) requires that states improve academic performance so that all students reach proficiency in reading and mathematics by 2014 and that achievement gaps close among student groups. States set annual proficiency targets using an approach known as a status model, which calculates test scores 1 year at a time. Some states have interest in using growth models that measure changes in test scores over time to determine if schools are meeting proficiency targets. The Chairman of the Committee on Education and the Workforce asked GAO to testify on its recent report on measuring academic growth. Specifically, this testimony discusses (1) how many states are using growth models and for what purposes, (2) how growth models can measure progress toward achieving key NCLBA goals, and (3) what challenges states face in using growth models especially to meet the law's key goals. While growth models may be defined as tracking the same students over time, GAO used a definition that also included tracking the performance of schools and groups of students. In comments on the report, Education said that this definition could be confusing. …

Date: July 27, 2006

Creator: United States. Government Accountability Office.

Object Type: Text

System: The UNT Digital Library

(open access)

Leading with Heart: Urban Elementary Principals as Advocates for Students

This article explores how urban elementary school principals reconcile the challenges of educational accountability within the constraints of standardized testing policies required by the No Child Left Behind Act.

Date: April 2009

Creator: Rodriguez, Mariela A.; Murakami-Ramalho, Elizabeth & Ruff, William G.

Object Type: Article

System: The UNT Digital Library

(open access)

No Child Left Behind Act: Education Actions Needed to Improve Implementation and Evaluation of Supplemental Educational Services

Testimony issued by the Government Accountability Office with an abstract that begins "The No Child Left Behind Act (NCLBA) requires districts with schools receiving Title I funds that have not met state performance goals for 3 consecutive years to offer low-income students enrolled in these schools supplemental educational services (SES), such as tutoring. This testimony discusses early implementation of SES, including (1) how SES participation changed in recent years; (2) how providers work with districts to deliver services; (3) how states monitor and evaluate SES; and (4) how the Department of Education (Education) monitors and supports SES implementation. This testimony is based on an August 2006 report (GAO-06-758). For this report, GAO used the best available data on participation and obtained more recent information on other SES implementation issues through a state survey and a district survey, as well as visits to four school districts and interviews with providers."

Date: September 21, 2006

Creator: United States. Government Accountability Office.

Object Type: Text

System: The UNT Digital Library

(open access)

No Child Left Behind Act: Education Actions May Help Improve Implementation and Evaluation of Supplemental Educational Services

Testimony issued by the Government Accountability Office with an abstract that begins "The No Child Left Behind Act (NCLBA) requires districts with schools that receive Title I funds and that have not met state performance goals for 3 consecutive years to offer low-income students supplemental educational services (SES), such as tutoring. This testimony discusses early implementation of SES, including how (1) SES participation changed in recent years; (2) providers work with districts to deliver services; (3) states monitor and evaluate SES; and (4) the U.S. Department of Education (Education) monitors and supports SES implementation. This testimony is based on an August 2006 report (GAO-06-758) and also provides information on actions Education has taken that respond to our recommendations. For the report, GAO surveyed all states and a nationally representative sample of districts with schools required to offer SES, visited four school districts, and interviewed SES providers."

Date: April 18, 2007

Creator: United States. Government Accountability Office.

Object Type: Text

System: The UNT Digital Library

(open access)

No Child Left Behind Act: Education Assistance Could Help States Better Measure Progress of Students with Limited English Proficiency

Testimony issued by the Government Accountability Office with an abstract that begins "The No Child Left Behind Act of 2001 (NCLBA) focused attention on the academic achievement of more than 5 million students with limited English proficiency. Obtaining valid test results for these students is challenging, given their language barriers. This testimony describes (1) the extent to which these students are meeting annual academic progress goals, (2) what states have done to ensure the validity of their academic assessments, (3) what states are doing to ensure the validity of their English language proficiency assessments, and (4) how the U.S. Department of Education (Education) is supporting states' efforts to meet NCLBA's assessment requirements for these students. This testimony is based on a July 2006 report (GAO-06-815). To collect the information for this report, we convened a group of experts and studied five states (California, Nebraska, New York, North Carolina, and Texas). We also conducted a state survey and reviewed state and Education documents."

Date: March 23, 2007

Creator: United States. Government Accountability Office.

Object Type: Text

System: The UNT Digital Library

(open access)

No Child Left Behind Act: Improvements Needed in Education's Process for Tracking States' Implementation of Key Provisions

A letter report issued by the Government Accountability Office with an abstract that begins "The No Child Left Behind Act of 2001 (NCLBA) has focused national attention on improving the academic achievement of the nations' 48 million students by establishing a deadline--school year 2013-14--for public schools to ensure that all students are proficient in reading and math. Accordingly, states, the District of Columbia, and Puerto Rico developed plans that set goals for increasing the numbers of students who attain proficiency on state tests each year, with all meeting goals by 2014. To provide information about states' efforts, GAO determined (1) what goals states established for student proficiency and their implications for whether schools will meet these goals; (2) what factors facilitated or impeded selected state and school district implementation efforts; and (3) how the Department of Education (Education) supported state efforts and approved state plans to meet student proficiency requirements."

Date: September 30, 2004

Creator: United States. Government Accountability Office.

Object Type: Report

System: The UNT Digital Library

(open access)

Adequate Yearly Progress (AYP): Implementation of the No Child Left Behind Act

This report is intended to provide an overview of the Adequate Yearly Process (AYP) concept and several related issues, a description of the AYP provisions of the No Child Left Behind Act, and an analysis of the implementation of these provisions by the U.S. Department of Education (ED) and the states. It will be updated when major administrative actions are taken by ED, or substantial new data on state implementation become available.

A letter report issued by the Government Accountability Office with an abstract that begins "Title III of the No Child Left Behind Act of 2001 (NCLBA) designates federal funds to support the education of students with limited English proficiency and provides for formula-based grants to states. This report describes the data the Education Department used to distribute Title III funds and the implications of data measurement issues for the two allowable sources of data-- American Community Survey (ACS) and state assessment data--for allocating funds across states. In addition, the report describes changes in federal funding to support these students under NCLBA and how states and school districts used these funds as well as Education's Title III oversight and support to states. To address these objectives, GAO reviewed documentation on ACS and state data, interviewed federal and state officials, and collected data from 12 states, 11 districts, and 6 schools."

Date: December 7, 2006

Creator: United States. Government Accountability Office.

Object Type: Report

System: The UNT Digital Library

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