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Abstract

This research examines the implementation and impact of the 2001 No Child Left Behind Act (NCLB) on education quality. More specifically, it outlines how states defined NCLB provisions, including trajectory selection, reporting techniques, confidence interval use, and methods used to inform the public of outcomes. It also discusses NCLB’s impact on education outcomes by assessing changes in fourth grade reading scores under NCLB. This qualitative study includes several demographic variables that will allow the study to control for the impact that NCLB’s implementations has caused and its effect on school districts that have taken on this process.

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