RESEARCH AND COMMENTARY
Tom Loveless and Michael J. Petrilli , August 28, 2009, The New York Times
According to a recent study, No Child Left Behind is having its intended effect—bettering the performance of low-achieving students—and also raising test scores for top students. However, Tom Loveless and Michael Petrilli find this latter conclusion flawed because state tests are poor measurements for high achieving students; the study’s depicted state trends create a misleading national picture; and the analysis does not compare today’s students with those of earlier eras. Read More
RESEARCH AND COMMENTARY
Tom Loveless, February 25, 2009, The Brookings Institution
In the 2008 Brown Center Report on American Education, Tom Loveless closely examines the Program for International Student Assessment (PISA), student achievement in the nation's largest urban school districts, and the trend of placing unprepared eighth-graders into algebra and other advanced math classes. Read More
RESEARCH AND COMMENTARY
Grover J. "Russ" Whitehurst, February 05, 2009, The Brookings Institution
Former President George W. Bush finished his tenure without having won congressional renewal of his No Child Left Behind (NCLB) policy. With President Barack Obama now at the helm, NCLB is up for debate. Brown Center Director Russ Whitehurst examines Reading First, a key component of NCLB, that aims to ensure that all children learn to read well by the end of third grade. Read More
RESEARCH AND COMMENTARY
Tom Loveless, June 18, 2008, The Thomas B. Fordham Institute
Tom Loveless offers an analysis on the achievement trends for high-achieving students (defined, like low-achieving students, by their performance on the National Assessment of Educational Progress, or NAEP) since the early 1990s and, in more detail, since 2000. Read More
PAST EVENT
Monday, October 22, 2007
10:00 AM to 11:30 AM
Washington, DC
At an event hosted by the Brown Center on Education Policy, authors of a new volume examined whether No Child Left Behind is enhancing educational opportunities for our most disadvantaged students. Read More
RESEARCH AND COMMENTARY
Diane Ravitch, October 03, 2007, The New York Times
Despite the rosy claims of the Bush administration, the No Child Left Behind Act of 2002 is fundamentally flawed, says Diane Ravitch. The main goal of the law — that all children in the United States will be proficient in reading and mathematics by 2014 — is simply unattainable. Read More
PAST EVENT
Wednesday, March 28, 2007
9:00 AM to 11:00 AM
Washington, DC
The Brookings Institution and Princeton University's Woodrow Wilson School released the latest volume of The Future of Children journal, "Excellence in the Classroom," discussing options for improving teacher quality. Read More
PAST EVENT
Wednesday, October 18, 2006
10:00 AM to 11:30 AM
Washington, DC
The Brown Center released its 2006 Report on American Education at an event. The report examines whether states are artificially inflating the number of students meeting proficiency standards mandated by the No Child Left Behind Act. Read More
RESEARCH AND COMMENTARY
Tom Loveless, October 01, 2006, The Brookings Institution
The 2006 Brown Center Report on American Education evaluates the role that student happiness and confidence play in achievement, and examines whether states are artificially inflating the number of students meeting proficiency standards mandated by the No Child Left Behind Act. Read More
RESEARCH AND COMMENTARY
Tom Loveless, August 01, 2006, The Brookings Institution
In this Brookings paper, Tom Loveless reviews national polling data on NCLB, examines how states have responded, and assesses whether state and local opposition to NCLB has weakened the foundation of its political support. Read More
RESEARCH AND COMMENTARY
Martin R. West, December 01, 2005, The Brookings Institution
The No Child Left Behind Act has the potential to improve many of America’s schools, but this potential is currently undermined by serious flaws in how the program evaluates school performance, writes Martin West. He proposes that the Department of Education allow states sufficient flexibility in devising alternative accountability schemes. Read More
RESEARCH AND COMMENTARY
Diane Ravitch, November 07, 2005, The New York Times
Diane Ravitch writes that America will not begin to meet the challenge of developing the potential of our students until we have accurate reporting about their educational progress. Read More
RESEARCH AND COMMENTARY
Tom Loveless, January 08, 2004, The Brookings Institution
Tom Loveless writes that the three main criticisms of NCLB are that it is inadequately funded, unfairly holds schools accountable for student performance, and requires an onerous amount of student testing. Loveless examines how each of these arguments will play out in the 2004 campaign. Read More