http://www.yourlittleprofessor.com/schools.html ASPERGER SYNDROME http://www.greatschools.org/improvement/quality-teaching/61-no-child-left-behind.gs NO CHILD LEFT BEHIND http://www.hooverpress.org/productdetails.cfm?PC=1344 NO CHILD LEFT BEHIND
Published: August 4, 2004
No Child Left Behind
Updated Sept. 19, 2011
The No Child Left Behind Act of 2001, signed into law by President Bush on Jan. 8, 2002, was a reauthorization of the Elementary and Secondary Education Act, the central federal law in pre-collegiate education. The ESEA, first enacted in 1965 and previously reauthorized in 1994, encompasses Title I, the federal government's flagship aid program for disadvantaged students.
Coming at a time of wide public concern about …show more content…

* Reading First: The act created a new competitive-grant program called Reading First, funded at $1.02 billion in 2004, to help states and districts set up "scientific, research-based" reading programs for children in grades K-3 (with priority given to high-poverty areas). A smaller early-reading program sought to help states better prepare 3- to 5-year-olds in disadvantaged areas to read. The program's funding was later cut drastically by Congress amid budget talks. * Funding Changes: Through an alteration in the Title I funding formula, the No Child Left Behind Act was expected to better target resources to school districts with high concentrations of poor children. The law also included provisions intended to give states and districts greater flexibility in how they spent a portion of their federal allotments.
Given its scope and detail, the No Child Left Behind Act was the source of considerable controversy and debate in the education community. As the law’s effects began to be felt, some educators and policymakers questioned the feasibility and fairness of its goals and time frames.
An opinion poll released in December 2003 found that nearly half of school principals and superintendents view the federal legislation as either politically motivated or aimed at undermining public schools. Likewise, a study Policy Analysis for California suggested that, because of its requirement to evaluate school progress on the basis