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Since its implementation, the No Child Left Behind Act has been successful in narrowing the achievement gap and improving student performance.
APPROACHING THE FIFTH ANNIVERSARY OF ITS ENACTMENT and up for congressional reauthorization next year, the No Child Left Behind act continues to be a favorite punching bag for many of the country's largest educational organizations.
Despite the mandate issued by the No Child Left Behind Act (NCLB) Act of 2001 (United States Department of Education [USDOE], 2004), to close the achievement gap, many of America's children are being left behind educationally and will continue to be left behind educationally because the circumstances associated with living in poverty have not been considered.
There are three realities of modern education that shape all public school classroom content: the National Science Education Standards (NSES), state curriculum standards, and the Elementary and Secondary Education Act, also known as the No Child Left Behind Act of 2001.
Not content with reauthorizing the Elementary and Secondary Education Act via the No Child Left Behind Act (NCLBA), the Bush Administration is now pushing a reauthorization of the Higher Education Act (HEA).
Indeed, the No Child Left Behind Act is quietly building up grassroots support for vouchers.
In its discussion of accountability, the task force rightly lines up behind the No Child Left Behind Act of 2001 (and, not incidentally, the Risk report itself) in calling for coherent academic standards in every state, in key academic subjects (regrettably omitting the arts, which Risk mentioned and which the National Education Goals expressly included).
The No Child Left Behind Act paves the way for the military to have unimpeded access to underage students who are ripe for solicitation into the military.