By the year 2005-2006, the states were required to assess all students annually in grades 3-8, and these tests had to be aligned with the state standards (Editorial Projects in Education Research Center, 2011). In addition, a representative sample of 4th graders and 8th graders had to participate in National Assessment of Education Progress (NAEP) testing program in order to be compared to other students nationally (Editorial Projects in Education Research Center, 2011). For a school to meet academic progress, certain subgroups and the school has a whole had to make adequate yearly progress. If the school failed to make AYP, then the school could receive supplemental services and parents could send their children to another school. If the school continued to not make AYP, then the school could receive punitive government sanctions. Teachers had to be deemed highly qualified in their subject matter, and school report cards had to be released each year to illustrate student achievement data and scho...
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...lenge them as well as help them to learn, the students are able to achieve academic progress.
Dee, B. and Jacob, T.S. (2011). The impact of no child left behind on student achievement. Journal of Policy Analysis and Management, 30 (3), 418–446. Retrieved from http://deepblue.lib.umich.edu/bitstream/handle/2027.42/86808/20586_ftp.pdf?sequence=
Editorial Projects in Education Research Center. (2011, September 19). Issues A-Z: No Child
Left Behind. Education Week.
Retrieved from http://www.edweek.org/ew/issues/no-child-left-behind/
Hursh, D. (2007 September). Exacerbating inequality: The failed promise of the no child left
behind act. Race, Ethnicity, and Education.10 (3), 295-308. Retrieved from http://www.wou.edu/~girodm/foundations/Hursh.pdf
Tatum, A. (2006) Engaging African-american males in reading. Educational Leadership, 63(5),
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