NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1146269
Record Type: Journal
Publication Date: 2015
Pages: 43
Abstractor: As Provided
ISSN: ISSN-0032-0684
A Review of the Empirical Literature on No Child Left Behind from 2001 to 2010
Husband, Terry; Hunt, Carolyn
Planning and Changing, v46 n1-2 p212-254 2015
In 2001, the U.S. congress signed the No Child Left Behind bill into law. Arguably, this has been one of the most significant educational reform policies of the 21st century. Much has been written about its effect on students, teachers, curriculum, administrators and others. Nonetheless, a comprehensive review of the empirical studies on NCLB does not exist within the extant scholarship on this topic. The purpose of this article is to review the empirical literature related to NCLB and its effect on various groups and at various levels of education from 2001 to 2010. Recommendations for future research on this topic are presented as well.
Department of Educational Administration and Foundations. College of Education, Illinois State University, Campus Box 5900, Normal, IL 61790-5900. Tel: 309-438-2399; Fax: 309-438-8683; Web site:
Publication Type: Journal Articles; Information Analyses; Tests/Questionnaires
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
Grant or Contract Numbers: N/A