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The No Child Left Behind Act of 2001 - This link contains the full language of the No Child Left Behind Act. (U.S. Department of Education, January 2002)...
 Final Rules and Non-Regulatory Draft Guidance: A Compilation  MS Word - This table contains links to final rules and non-regulatory draft guidance issued by the US Department of Education for No Child Left Behind. (Education Commission of the States, October 2004)...
No State Left Behind: The Challenges and Opportunities of ESEA 2001 MS Word  PDF - ECS' detailed summary of No Child Left Behind also looks at states' readiness to implement provisions of the law and provides key questions for policymakers to consider.
(Education Commission of the States, February 2002)
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No Child Left Behind Policy Brief: School and District Leadership PDF - The No Child Left Behind Act both reflects and reinforces a major shift in thinking about the roles and responsibilities of school board members, district superintendents and principals. This policy brief discusses the challenges facing leaders, opportunities for leadership development, and state policy trends and questions. (Katy Anthes, ECS, April 2002)...
The Congressional Research Service (CRS) Summary - This CRS Issue Brief for Congress provides a concise summary of the major provisions of the reauthorized Elementary and Secondary Education Act. (Wayne Riddle and James Stedman, CRS, December 31, 2001)...
ECS Report to the Nation: State Implementation of the No Child Left Behind Act - ECS Report to the Nation summarizes information gathered and insights gained through work on the organization's NCLB database, as well as through literature reviews and conversations with state leaders. The report looks at seven NCLB categories including: standards and assessments, adequate yearly progress, school improvement, supplemental services, safe schools, report cards and teacher quality. Each of the seven sections provides a look at how states are doing, what states are doing and issues and challenges facing states....
Educational Architects: Do State Education Agencies Have the Tools Necessary to Implement NCLB? PDF - The second report in a series, this report examines the capacity of state education agencies to carry out No Child Left Behind requirements. The analysis identifies four major challenges: staffing and infrastructure limitations, inadequate funding, insufficient guidance and barriers within state education agencies. Follow this link in order to access appendices. (Angela Minnici and Deanna D. Hill, Center on Education Policy, May 2007)...
Private Schools: An Action Guide for Parents and Communities - Since the passing of the Elementary and Secondary Education Act (ESEA) in 1965, private school students have had access to federal funding for secular education services through a provision called the "child benefit theory" which allows private and religious school students to receive funding of services under Title I without violating the church-state provisions of the First Amendment. NCLB has made some changes from the original ESEA. This brief focuses on the following major NCLB provisions related to private school student participation: student eligibility; equitable funding; role of the local school district; parent involvement; assessment of private school students; and bypass provision. (Public Education Network, July 2006)
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No Child Left Behind: A Road Map for State Implementation - This publication from the U.S. Department of Education provides a blueprint to achieve the goals of No Child Left Behind. It describes how the Department. The Road Map breaks down NCLB into clear principles and it demonstrates the variety of methods being used to turn those principles into action. This document will help states and local educators understand what the department expects as it reviews state policies and considers alternate policy options and flexibility for implementing specific requirements of NCLB. (U.S. Department of Education, 2005)...
No Child Left Behind [NCLB] Spring 2005 Implementation Update - This brief: (1) examines how states are progressing with the implementation of NCLB; (2) identifies the basis of the criticisms from educators and state officials; (3) summarizes NCLB changes and additions recently proposed by the Bush administration; and (4) shares the perspectives from six national and state education leaders on the current status and future of NCLB. Included policy perspectives are written by Tom Houlihan, Jack Jennings, Frederick M. Hess, John Ellis, Lowell Rose and Amy Cook-Lurvey. (Jonathan A. Plucker, Terry E. Spradlin, Kyle P. Cline and Kathryn M. Wolf, Center for Evaluation & Education Policy, Spring 2005)...
Missed Opportunities? The Possibilities and Challenges of Funding High-quality Preschool through Title I of the No Child Left Behind (NCLB) Act - This paper examines the availability of Title I funds for preschool programs from a legal and practical perspective, discussing; (1) general background on the Elementary and Secondary Education Act and changes made to it by NCLB; (2) data on states’ use of Title I funds for preschool; (3) statutes, regulations and guidance on the use of Title I funds for preschool; (4) unanswered questions; and (5) how the implementation of NCLB affects the availability of Title I funding for preschool programs. The authors conclude that despite its promise, insufficient funding and legislative mandates may make it difficult for states to prioritize the use of Title I funds for preschool services in the future. (Danielle Ewen, Jennifer Mezey and Hannah Matthews, Center for Law and Social Policy, March 2005)...
Working Smarter to Leave No Child Behind: Practical Insights for School Leaders - The authors provide a primer on various facets of the NCLB accountability model — including content standards, assessments, adequate yearly progress, reporting, technical assistance — and then examine the underlying conditions necessary to making each component work. They offer numerous recommendations for making NCLB as effective as possible, grouped under the umbrellas of (1) building capacity; (2) using standards to improve instruction; (3) using assessment results to improve instruction; (4) creating effective incentives; (5) helping parents make effective choices; and (6) going beyond the accountability data. One recommendation: design the state testing system to be resistant to score inflation. (Brian Stecher, Laura Hamilton and Gabriella Gonzalez, RAND, 2003)
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Improvements Needed in Education's Process for Tracking States' Implementation of Key Provisions of NCLB - This report contains recommendations for improvements needed in the Department of Education's process for tracking states' implementation of key provisions of No Child Left Behind (NCLB). To provide information about states’ efforts, the Government Accountability Office (GAO) determined (1) what goals states established for student proficiency and their implications for whether schools will meet these goals; (2) what factors facilitated or impeded selected state and school district implementation efforts; and (3) how the Department of Education supported state efforts and approved state plans to meet student proficiency requirements. The GAO recommends that the Secretary of Education delineate a written process and timeframes for states to meet conditions for full approval, develop a written plan with steps and timeframes so all states have approved standards and assessment systems by 2006 and further support states’ efforts to gather accurate student data used to determine if goals have been met. (Government Accountability Office, September 2004) ...
Additional Assistance and Research on Effective Strategies Would Help Small Rural Districts - Smaller districts are having a hard time attracting highly qualified teachers, according to this study on implementing the No Child Left Behind Act. Teachers often must teach multiple grades or subjects and feel isolated from big libraries, professional development and programs for special-needs students, the report said. Declining enrollments mean less state aid but higher standards require more resources. Also, special-needs and disadvantaged students make up a bigger percentage of the students in smaller districts. (U.S. Government Accountability Office, September 2004) ...
Academic Atrophy: The Condition of the Liberal Arts in America's Public Schools - This report is based on a study of K-12 students’ access to a curriculum in the liberal arts, especially in light of No Child Left Behind and state accountability requirements. The authors found strong evidence of growing commitment to mathematics, reading, writing, science and secondary social studies. They also saw evidence, however, of waning commitment to the arts, foreign language and elementary social studies, with the greatest erosion of the curriculum occurring in schools with high minority populations. (Claus von Zastrow and Helen Janc, Council for Basic Education, March 2004) The Council of Basic Education closed its doors in June 2004, therefore, ECS has provided an alternative link. ...
Bipartisan Education Poll Finds Need for More Flexibility and Funding of NCLB - According to this survey, Americans want accountability in public education, but they question whether adequate resources are being provided and believe the federal government is responsible for funding education at the levels promised when No Child Left Behind was enacted. In addition, the pollsters found that 35% of registered voters cited education as one of their top two federal budget priorities and one in 10 voters believes public schools are in good shape, which is a 3-point increase since January 2003. (Al Quinlan, Greenberg Quinlan Rosner Research and Ed Goeas, The Tarrance Group, Inc., National Education Association, January 2004) ...
The Future Federal Role: Observations and Ideas - This paper, excerpted from a book, examines federal education policy trends over the last 30-some years, and No Child Left Behind in particular, to propose areas where the federal government might wade into in coming years, maintain or expand its existing role. The author also suggests ”What Will Not Happen,” and offers recommendations for improving the federal legislative and administrative structures relating to education.
(Christopher T. Cross, Policy Perspectives, WestEd, excerpted from Political Education: National Policy Comes of Age by Christopher T. Cross, Teachers College Press, 2003)...
Conference Papers: Implementing the No Child Left Behind Act - Panelists at an April 2003 conference on implementing No Child Left Behind (NCLB) were each invited to submit a short document providing recommendations to policymakers on state and local capacity to implement the accountability, technical assistance, school choice and teacher quality provisions of the act. The present compendium of papers includes these, as well as Marc Tucker's introductory essay, "The Issue of State Capacity." Penned by policy analysts and state and local education leaders alike, the papers provide general guidelines for sound NCLB policy responses, as well as in-depth information on the context and policy activities in a handful of specific districts and states. (Co-sponsored by the National Center on Education and the Economy, the Thomas B. Fordham Foundation and the Progressive Policy Institute, April 2003)...
No Child Left Behind: A Guide for Small and Rural Districts - This report identifies 15 areas of No Child Left Behind that the authors feel will have the greatest impact on rural and small schools. It divides each of the areas into three sections: (1) federal legislation language; (2) information relative to policy implications; and (3) legislation implementation in rural and small schools. The report provides best practices, as well as issue-oriented concerns in implementation. (American Association of School Administrators, National Association of State Boards of Education, April 2003) ...
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Selected Research & Readings
