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ERIC Number: ED536289
Record Type: Non-Journal
Publication Date: 2011-Mar
Pages: 20
Abstractor: As Provided
Reference Count: 19
Has the No Child Left Behind Law Produced More Qualified Teachers?
Lyttle, LeighAnne
Online Submission
This literature review seeks to find if the No Child Left Behind Act (NCLB) of 2001 has produced more qualified teachers since before its enactment. The impact of the NCLB on student achievement and teacher quality needs have been examined since there have been 10 years after the law was enacted. Only 11% reported that the NCLB highly qualified teacher requirements have enhanced their strategies for teacher recruitment or teacher retention to a moderate or great extent, (Zhang, 2008). However, research shows that the majority of American school teachers have reached the highly qualified teacher status requirement mandated by NCLB, and that reading, literacy, and mathematics scores have improves since its enactment. It is important to assess the differences if any, between teachers' and students' achievement from the time before NCLB and now, after 10 years of use. The goal of NCLB was to give equal education to all students, no matter their educational category, as well as provide teachers with more education and credentials, in an effort to improve our education system. The information could be valuable to reformulate the current NCLB law so that it can be more effective for more people. (Contains 1 table.)
Publication Type: Information Analyses; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001