Dissertations On No Child Left Behind


The recent attention to the United States’ educational system has revealed that many students, especially those in underserved communities, are not receiving a quality education. The goal of the No Child Left Behind Act of 2001 is to ensure that all children receive a high quality education (U.S. Department of Education 2001). The purpose of this study is to determine whether the No Child Left Behind Act has contributed to the academic success of the students in Cobb and Fulton counties in Georgia.

The No Child Left Behind Act (NCLB) required all states to develop standardized tests and accountability systems in order to hold teachers and students accountable. Adequate yearly progress is a measurement of the percentage of students and schools that satisfy the requirements of NCLB. The Georgia Department of Education uses the Criterion-Referenced Competency Test as the adequate yearly progress assessment tool for elementary and middle school grades. Data from the Georgia Department of Education and the Cobb and Fulton county school districts were used to compare the Criterion-Referenced Competency Test scores of all the students to the subgroups of both the economically disadvantaged and the not economically disadvantaged students.

The goal of the No Child Left Behind Act is to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education, and attain a level of proficiency on challenging state academic assessments. The findings indicate that the economically disadvantaged students in Cobb and Fulton counties typically score lower than students who are not economically disadvantaged. Therefore, the No Child Left Behind Act has not had a positive impact on the academic success of students in Cobb or Fulton counties.

The State of Georgia has received a waiver from some of the accountability requirements of the No Child Left Behind Act to allow for greater flexibility in the way schools, school districts and the state work together to improve the educational system. A critical challenge lies in the ability of the intergovernmental system to effectively address achievement gaps among income and racial/ethnic groups. It is imperative that additional studies are conducted, so that educators, parents, and policymakers continue to collaborate and implement ways to help Georgia students compete with their peers on a national level.

Recommended Citation

Veney, Valerie, "The No Child Left Behind Act: An Analysis of its Impact on the Academic Success of Students in Cobb and Fulton Counties in Georgia" (2013). Dissertations, Theses and Capstone Projects. 564.

No Child Left Behind Thesis Essay

8348 WordsNov 24th, 201234 Pages

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The Impact of the No Child Left Behind Act on the K-8 Setting

Kara Robertson

A Senior Thesis submitted in partial fulfillment

of the requirements for graduation

in the Honors Program

Liberty University

Fall 2009

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Acceptance of Senior Honors Thesis

This Senior Honors Thesis is accepted in partial

fulfillment of the requirements for graduation from the

Honors Program of Liberty University.


Shanté Moore-Austin, Ph.D.

Thesis Chair


Janice DeLong, M.Ed.

Committee Member


Connie McDonald, Ph.D.

Committee Member…show more content…

In her article “Time to Kill ‘No Child Left Behind’,” Diane Ravitch (2009) explains the consequences if the NCLB requirements are not met:

Schools that do not make progress toward the goal of 100% proficiency for every group are subject to increasingly, stringent sanctions. In their second year of failing to make “adequate yearly progress” for any group, failing schools have their students given the choice of leaving to enroll in a better public school. In the third year of a school’s failure, students are entitled to free tutoring after school. In the subsequent years, the failing school may be converted to private management, turned into a charter school, have its entire staff dismissed, or be handed over to the state. (p. 5)

The federal government is not taking NCLB lightly. It is serious about each of these consequences and is ready to bring them upon any school that does not make adequate yearly progress. With the increased efforts being made to meet AYP, educators are feeling the pressure and they are becoming very stressed about their jobs. An article by Alvin Granowsky (2008), explains that “schools that have low scores and/or do not show needed improvements in test results, receive negative labels, such as unacceptable, and their teachers and administrators threatened with loss of jobs” (p. 1). Unfortunately, this

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causes teachers to be afraid that if their schools

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