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1. From a nation at risk to No Child Left Behind
: national education goals and the creation of federal education policy
by Vinovskis, Maris A., 1943
2009, ISBN 9780807749227, xiv, 297
Distinguished historian and policy analyst Maris Vinovskis examines federal K-12 education policies, beginning with the publication of "A Nation at Risk" and... 
Education and state | Education | United States. No Child Left Behind Act of 2001 | Standards | Public Policy | Educational Change | Educational Policy | Social Environment | Goals 2000 | Family Environment | Educational Objectives | Elementary Secondary Education | Federal Legislation | No Child Left Behind Act 2001 | Politics of Education | Educational Legislation | Economic Climate | Accountability | Educational Finance | Federal Aid
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2. Making failure pay
: for-profit tutoring, high-stakes testing, and public schools
by Koyama, Jill Peterson
2010, ISBN 9780226451732, x, 179
A little-discussed aspect of the No Child Left Behind Act (NCLB) is a mandate that requires failing schools to hire after-school tutoring companies - the... 
Privatization in education | Education and state | Educational accountability | School improvement programs | Education | United States. No Child Left Behind Act of 2001 | Public schools | Government policy | Standards | USA | Schulpolitik | United States | No Child Left Behind Act of 2001 | Private Sector | New York | Tutorial Programs | Corporations | High Stakes Tests | Educational Policy | Federal Legislation | Tutoring | No Child Left Behind Act 2001 | Politics of Education | Public Education | Policy Analysis | Academic Achievement | Academic Support Services | After School Programs | Federal Aid | Failure
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3. The challenges of No Child Left Behind
: understanding the issues of excellence, accountability, and choice
by Irons, E. Jane and Harris, Sandra, 1946
2006, ISBN 9781578865185, cm.
Over the past 25 years a major shift in political ideology has refocused educational politics from equality issues to issues relating to excellence,... 
Educational accountability | Educational change | Education | United States. No Child Left Behind Act of 2001 | Standards | Federal Legislation | Educational Change | Educational Quality | No Child Left Behind Act 2001 | Educational Improvement | School Restructuring | Accountability | Educational Finance | Educational Vouchers | School Choice | Elementary Secondary Education Act
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4. NCLB at the crossroads
: reexamining the federal effort to close the achievement gap
by Rebell, Michael A and Wolff, Jessica R
2009, ISBN 0807749443, xvi, 296
This important new work from Rebell and Wolff, authors of the groundbreaking volume "Moving Every Child Ahead: From NCLB Hype to Meaningful Educational... 
Academic achievement | Educational accountability | Educational equalization | United States. No Child Left Behind Act of 2001 | Federal Legislation | Educational Research | Educational Strategies | No Child Left Behind Act 2001 | Policy Analysis | Achievement Gap | Educational Legislation | Educational Policy | Educational Opportunities | Government Role | Equal Education | Program Effectiveness
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5. Strength-based teaching
: the affective teacher, No Child Left Behind
by Carman, Tim, 1947
2005, ISBN 9781578861781, vii, p. 230
With the advent of the No Child Left Behind (NCLB) Act, virtually every school in America is expected to meet high academic standards in the face of declining... 
Academic achievement | Educational accountability | Aims and objectives | Education | United States. No Child Left Behind Act of 2001 | Standards | Federal Legislation | No Child Left Behind Act 2001 | Academic Standards | Teaching Methods | Teamwork | Affective Behavior | Teacher Effectiveness
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6. Full Text The Impact of No Child Left Behind on Student Achievement
by Thomas S. Dee and Brian Jacob
Journal of Policy Analysis and Management, ISSN 0276-8739, 7/2011, Volume 30, Issue 3, pp. 418 - 446
The No Child Left Behind (NCLB) Act compelled states to design school accountability systems based on annual student assessments. The effect of this federal... 
Academic achievement | State schools | No Child Left Behind Act | Mathematics achievement | Standard deviation | Mathematics education | Public schools | Public policy | Policy analysis | PUBLIC ADMINISTRATION | ECONOMICS | OUTCOMES | ACCOUNTABILITY | Educational Indicators | National Competency Tests | Test Results | Educational Policy | Federal Legislation | Comparative Testing | Comparative Analysis | State Surveys | No Child Left Behind Act 2001 | Educational Assessment | Policy Analysis | Educational Improvement | Academic Achievement | Accountability | Robustness (Statistics) | National Assessment of Educational Progress | Mathematics Achievement | Reading Achievement | Achievement Gains | Program Effectiveness | Influence | Education and state | Research | Studies | No Child Left Behind Act 2001-US | Achievement tests | Time series
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7. Full Text Accountability Systems: Implications of Requirements of the No Child Left behind Act of 2001
by Robert L. Linn and Eva L. Baker and Damian W. Betebenner
Educational Researcher, ISSN 0013-189X, 8/2002, Volume 31, Issue 6, pp. 3 - 16
The No Child Left Behind Act of 2001 substantially increases the testing requirements for states and sets demanding accountability standards for schools,... 
Grade 4 | Grade 8 | Educational research | State schools | Law schools | No Child Left Behind Act | Mathematics education | Fall lines | College admission | Job performance standards | Elementary Secondary Education | Federal Legislation | No Child Left Behind Act 2001 | Educational Legislation | Academic Achievement | Accountability | Academic Standards | State Standards
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8. A learning-centered framework for education reform
: what does it mean for national policy?
by Demarest, Elizabeth J
2010, ISBN 9780807751572, cm.
In her new book, Betty Demarest describes a bold agenda for education reform--one that is firmly grounded in a synthesis of educational research about... 
Educational change | Education and state | Federal Legislation | Educational Research | Educational Practices | Educational Change | No Child Left Behind Act 2001 | Educational Assessment | Accountability | Academic Standards | Educational Policy | Educational Principles | Government Role | Elementary Secondary Education Act
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9. Incentives and test-based accountability in education
by Hout, Michael and Elliott, Stuart W and National Research Council (U.S.). Committee on Incentives and Test-Based Accountability in Public Education and National Research Council (U.S.). Division of Behavioral and Social Sciences and Education
2011, ISBN 0309128145, xii, 117
In recent years there have been increasing efforts to use accountability systems based on large-scale tests of students as a mechanism for improving student... 
Educational accountability | Public schools | Education | Government policy | Measurement | State Policy | Incentives | Educational Testing | Educational Policy | Elementary Secondary Education | Federal Legislation | Educational Research | Synthesis | No Child Left Behind Act 2001 | Motivation | Policy Analysis | Educational Improvement | Accountability | Literature Reviews
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10. Revisiting Dewey
: best practices for educating the whole child today
by Stuckart, Daniel W., 1965 and Glanz, Jeffrey
2010, ISBN 1607090287, viii, 265
Since the passage of the No Child Left Behind Act of 2001, high-stakes testing has become a ubiquitous feature of public school children's daily rituals.... 
Holistic education | Dewey, John, 1859-1952 | Student Needs | Educational Change | Educational Practices | Holistic Approach | Role of Education | Progressive Education | High Stakes Tests | Teaching to the Test | Federal Legislation | No Child Left Behind Act 2001 | Public Education | Democracy | Best Practices | Educational Philosophy | Evidence | Child Development | Testing
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11. Using test data for student achievement
: answers to "no child left behind"
by Sindelar, Nancy W., 1944
2006, ISBN 1578863597, xii, 119
National and state assessments have produced an abundance of data regarding the strengths and weaknesses of student achievement. However, to date, little has... 
Academic achievement | Educational statistics | Educational accountability | School improvement programs | Educational tests and measurements | Student Evaluation | Test Results | Computer Software | Data Collection | High Stakes Tests | State Standards | Federal Legislation | No Child Left Behind Act 2001 | Academic Achievement | National Standards | Curriculum | Teaching Methods | Internet
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12. Public education, America's civil religion
: a social history
by Bankston, Carl L. 1952- (Carl Leon) and Caldas, Stephen J., 1957
2009, ISBN 0807749486, ix, 205
In this provocative volume, the authors argue that public education is a central part of American civil religion and, thus, gives us an unquestioning faith in... 
Public schools | History | Social aspects | Education | Civil religion | Federal Legislation | Misconceptions | No Child Left Behind Act 2001 | Public Education | Role of Education | Educational History | Social History | Religion | Educational Philosophy | United States History | Student Diversity | Equal Education
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13. The classrooms all young children need
: lessons in teaching from Vivian Paley
by Cooper, Patricia M
2009, ISBN 0226115232, x, 235
Teacher and author Vivian Paley is highly regarded by parents, educators, and other professionals for her original insights into such seemingly everyday issues... 
Play | Early childhood education | Paley, Vivian Gussin, 1929 | Storytelling | Philosophy | Fantasy in children | Vorschulerziehung | Erziehungsphilosophie | 1929 | Paley, Vivian Gussin | Childhood Needs | Educational Strategies | Social Justice | Educational Practices | Work Ethic | Emergent Literacy | Classroom Environment | No Child Left Behind Act 2001 | Imagination | Young Children | Educational Philosophy | Fantasy | Story Telling | Textbook Content | Teaching Methods | Educational Principles | Curriculum Guides | Early Childhood Education
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14. Full Text Assessing No Child Left Behind and the rise of neoliberal education policies
by Hursh, David
American Educational Research Journal, ISSN 0002-8312, 2007, Volume 44, Issue 3, pp. 493 - 518
No Child Left Behind and other education reforms promoting high-stakes testing, accountability, and competitive markets continue to receive wide support from... 
Leistungsmessung | Bildungsreform | USA | Bildungsrecht | Bildungspolitik | Globalisierung | Schülerleistung | Neoliberalismus | School dropouts | Social and Institutional Analysis. Special Issue on No Child Left Behind | High school students | Globalization | Test scores | No Child Left Behind Act | Children | High schools | Economic liberalism | Educational reform | Education policy | High-stakes testing | Neoliberalism | NCLB | high-stakes testing | EDUCATION & EDUCATIONAL RESEARCH | neoliberalism | education policy | Federal Legislation | Political Attitudes | Educational Change | No Child Left Behind Act 2001 | Academic Achievement | Accountability | High Stakes Tests | Educational Policy | Program Effectiveness | Education and state | Political aspects | Interpretation and construction | Political power | Trade liberalization | Public sector | Learning | Education | Welfare | Democracy | Politics | Society | Government spending
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15. Systems for state science assessment
by Wilson, Mark R and Bertenthal, Meryl W and National Research Council (U.S.). Committee on Test Design for K-12 Science Achievement
2005, ISBN 9780309096621, xv, 229
In response to the No Child Left Behind Act of 2001 (NCLB), "Systems for State Science Assessment" explores the ideas and tools that are needed to assess... 
Science | Evaluation | Study and teaching (Elementary) | Study and teaching (Secondary) | Systems Approach | Scientific Literacy | Academic Standards | Test Bias | Federal Legislation | Elementary Secondary Education | Test Construction | Systems Development | No Child Left Behind Act 2001 | Science Achievement | Science Tests | Educational Legislation
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16. "Ethnically qualified"
: race, merit, and the selection of urban teachers, 1920-1980
by Collins, Christina
2011, ISBN 0807751634, viii, 264
Why did the New York City school district once have the lowest ratio of minority teachers to minority students of any large urban school system in the country?... 
Discrimination in education | Teachers | Selection and appointment | Minority teachers | History | Discrimination in employment | Certification | Minority Groups | New York | Equal Opportunities (Jobs) | Public Schools | United States | Hispanic Americans | African Americans | Minority Group Teachers | Public School Teachers | Teacher Education | Federal Legislation | No Child Left Behind Act 2001 | Teacher Qualifications | Educational Legislation | Barriers | Race | Educational History | Urban Schools | Teacher Selection | Urban Teaching
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17. Place- and community-based education in schools
by Smith, Gregory A., 1948 and Sobel, David, 1949
2010, Sociocultural, political, and historical studies in education., ISBN 0203858530, xv, 167
Place- and community-based education – an approach to teaching and learning that starts with the local – addresses two critical gaps in the experience of many... 
Community and school | Place-based education | Curriculum Studies | Curriculum | Sociology of Education | Partnerships in Education | Educational Change | Educational Testing | Role of Education | Maine | Definitions | Program Descriptions | Science Education | Educational Objectives | Federal Legislation | Local Issues | Pilot Projects | School Community Relationship | No Child Left Behind Act 2001 | Academic Achievement | Educational History | Educational Philosophy | Place Based Education | Mathematics Education | Teaching Methods | Educational Principles | Guides
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