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ERIC Number: EJ868089
Record Type: Journal
Publication Date: 2009-Jun
Pages: 3
Abstractor: ERIC
Reference Count: 15
ISBN: N/A
ISSN: ISSN-0164-775X
Is NCLB Closing the Minority-Majority Achievement Gap?
White, Tiffany; Loker, Troy; March, Amanda; Sockslager, Kevin
Communique, v37 n8 p1, 16-17 Jun 2009
In January of 2002, President George W. Bush signed into law the "No Child Left Behind Act" of 2001 (NCLB). NCLB, which passed through Congress with overwhelming support from both Republican and Democratic members, was predicated on four basic objectives to address pervasive problems within America's public schools: (1) school accountability for student outcomes; (2) flexibility for state and local school districts; (3) emphasis on evidence-based education methods; and (4) alternative options for parents of children in failing schools. While the objectives of NCLB were designed to meet the ultimate goal of increasing student achievement and closing achievement gaps between groups of students, as with many previous federal education initiatives, NCLB has been met with varying support. At the time NCLB was signed into law, a bevy of proponents and opponents of NCLB voiced their opinions. Proponents argued that NCLB would result in improved test scores for all students, increased accountability for states and schools, closer attention to minority students and the achievement gap, and more school choices for students and their parents. Opponents highlighted problems that attend the use of standardized tests to assess student achievement and argued that NCLB would result in a narrowed curriculum and unreachable goals for students. Additionally, some felt that limited budgets would prohibit schools and districts from providing supplemental services outlined in the NCLB Act. It has been 7 years since the enactment of NCLB. In this article, the authors address whether NCLB has decreased the achievement gap between minority and nonminority students. The National Center for Educational Statistics (NCES), the primary federal entity for collecting and analyzing education-related data, provides the public with several reports each year. Data from NCES will be used to highlight test results in the areas of reading and mathematics. (Contains 1 figure.)
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Publication Type: Journal Articles; 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