Graduation Year
2019
Date of Submission
4-2019
Document Type
Open Access Senior Thesis
Degree Name
Bachelor of Arts
Department
Government
Reader 1
Shanna Rose
Terms of Use & License Information
Rights Information
2019 Timothy W Song
Abstract
This thesis seeks to investigate the effects of the No Child Left Behind Act (NCLB) on U.S. student achievement and teacher effectiveness. By combining the results from various data sources, I am able to indicate the levels of student preparedness, school spending, and specific classroom practices. After an analysis of my results, I suggest that NCLB has found moderate success in increasing the level of math preparedness for younger students from historically disadvantaged backgrounds. On the other hand, the data also suggests that there have been no statistically significant gains in reading achievement after the implementation of NCLB. Additionally, spending by school districts increased a significant amount and NCLB raised teacher pay and the number of teachers entering the profession with graduate degrees. Within schools, NCLB appears to have directed instruction towards math and reading and away from other subjects as teachers strove to achieve proficiency on the new accountability measures implemented by NCLB.
Recommended Citation
Song, Timothy, "Putting Educational Reform Into Practice: The Impact of the No Child Left Behind Act On Students, Teachers, and Schools" (2019). CMC Senior Theses. 2187.
https://scholarship.claremont.edu/cmc_theses/2187
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Early Childhood Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Science and Mathematics Education Commons, Secondary Education Commons, Secondary Education and Teaching Commons, Special Education and Teaching Commons
