ERIC Number: EJ695457
Record Type: Journal
Publication Date: 2005-Aug
Reference Count: 50
One Hundred Percent Proficiency: A Mission Impossible
Haas, Eric; Wilson, Glen; Cobb, Casey; Rallis, Sharon
Equity and Excellence in Education, v38 n3 p180-189 Aug 2005
Applying microeconomic theory to No Child Left Behind predicts that its use of significant consequences for schools that do not reach 100% proficiency on rigorous standardized tests by 2014 will likely prevent most, if not all schools, from providing a high-quality education for their students. The central problem is cost. Quality assurance models predict that costs associated with achieving the required 100% pass rate will rise well above typical school budgets. Thus, No Child Left Behind, or any reform that combines a rigid demarcation between passing and failing with a 100% proficiency requirement, will fail as prohibitively expensive.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001