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This author starts this out very differently than any other article. he puts the No Chil Left Behinf Act into a metaphor or a twisted road because it took so long to come up with and it has been changed many times. he talks about how it has to do with standardize test scores and how its hard to prepare students for these types of tests. The teachers are now likely to teach to the tests instead of the curriculum or coming up with their own effective ways of teaching.

Rabb discusses how the No Child Left Behind Act has been underfunded leaving the teachers unqualified and underprepared to teach the necessary material for standardized testing. This is one of the reasons students have still received poor results in standardized test scores. Also, there has been such an emphasis on reading and mathematics that students are performing even worse in other subjects.

The author examines differences between data they have collected of 13 urban schools. They collected this data by using test scores, surverys, and case studies, in which other people cmae into schools and watched them. They found very inconsistent information because of the small sample size they had. The only assessed low and high scoring students, which may have caused problems. The teachers use assesment in the classroom to see what students needs are and to have them achieve the goals.

The author of this article explains how teacher quality has been an ongoing issue and a big concern for many. The No Child Left behind Act focuses on having good qualified teachers that will improve test scores of their students. The article says how there is not clear meaning on what a qualified teacher is. One can not determine weather a teacher is qualified. it also talks about how they asses a teacher to determine weather they are qualified enough to teach.

The Authors of this article have conducted a study on 710 college students who were taking Pre-Calculus class. They were split into a controlled group, and a test group. The control group took the course using basic technology, and text books. The test group used graphics calculators and textbooks geared towards learning with graphics calculators. At the end of the course the students were required to take a comprehensive exam. The results showed that the students who took the course with the graphics calculators scored much higher than those who took the course in the traditional fashion. This study was conducted over a period of three semesters, and will prove very useful in my argumentation.

In this article the authors examine different self-concepts of 3000 students in England between the ages of 13 and 14 years. The subjects tested were English, science, and mathematics. The results were found to be similar to other test that had been done before. An interesting finding was that boys had significantly higher self-concept scores than girls, except for in English.

A survey conducted in 2004 by bankrate.com shows that the average United States citizen scored just 66 percent on a financial literacy test. The test was based upon twelve basic financial topics that were considered fundamental knowledge that all people in a capitalistic society should know. Individuals, who were not determined to be financially literate, stated that they were aware of their problem but never sought help. Individuals who were determined as most financially literate and most financially illiterate showed common characteristics, none which included any connection to gender.

Kraus proposes a reform program that will reform low-income Minneapolis schools. Then he observes how urban schools attract low-income students and creates a problem of low achievement in these types of schools. This reform wanted no school to have more than 70% of any racial or minority group. He noticed that students in urban schools have lower test scores, so in order to change this they are implementing transfer programs into suburban schools. Most students showed improvement and to test their improvement the students were assessed. This program may improve academic achievement in some schools, but it does not exactly improve urban schools.

This article is about how the No Child Left Behind Act is hurting the social studies departments in schools. The social studies teachers are not teaching as well as they should because they are more worried about getting kids up to par on their test scores. They are teaching ways to pass a test in stead of teaching the cirriculum. This is causing kids to not have as good of an education as they should. This is a good article if you are researching the no child left behind act

This article talks about the increase in academic skills as a result of the no child left behind act.The article continues to talk about the importance placed on the children to score well in math science and writing and how they are to leave out other classes such as social studies and the arts. This is a helpful article if you are researching NCLB and the effects of the act.

Solow discusses in this article uses of the graphing calculator, and how she incorporated it into her classroom while teaching calculus. The article explains uses of the graphing calculator, and how it can be integrated into the calculus course. The article explains what the graphing calculator can be used for, and the benefits. That the students scored higher on tests, and over all performed better in class with the use of graphics calculators.

A study show that children who go to childcare center have better test score and do better in school. These kids are prepared to go the kindergarten and they are the ones that continuously have success in school. This also talks about how when mothers start working and get off welfare, their child has better mental healt and begins to do better in school.

Using a nationally representative sample of 13,609 kindergarten children in 2,690 classrooms and 788 schools from the base year of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999, along with three-level hierarchical linear models, this study investigates the impact of early literacy instruction on kindergarten children's learning, as measured by direct cognitive test scores, indirect teacher ratings of children's achievement in language and literacy, and indirect teacher ratings of children's approaches to learning. Two composite measures of phonics and integrated language arts are constructed from teachers' reports of their instructional practices. Findings show that classroom mean outcomes were significantly higher when classroom teachers reported using both integrated language arts and phonics more often. However, children with low initial performance benefited less from integrated language arts instruction, as measured by direct measures of achievement; such differential effects of instruction were not observed for teacher ratings of children's achievement and learning style. Policy implications of the findings are discussed. (Abstract taken from JSTOR.)

Murnane focuses on the children living in poverty and the low performance of the students. His goal is to make the No Child Left Behind Act more realistic. The goal should be to concentrate on the children's growth as a student, not to reach an obtainable test score. The government needs to improve conditions of schools of children living in poverty. The author suggests that the poverty stricken schools need to strengthen their staff in order to change anything. The main goal of children living in poverty is to get them to graduate from high school. The rate of kids graduating from high school in low income schools is down a great deal of percent than suburban schools. Murnane gives his opinion of setting obtainable goals not only for middle class students, but students that come from a poverty stricken area.

Georgiou shares the view of how school achievement is effected by the unity of a person's family. Children with parents that have greater incomes and better jobs tend to do better academically than students that comes from lower income. Georgiou conducted a study that shows the differences between the SES and socioeconomic status between suburban and urban schools. The results showed that test scores for people with low income tend to be lower because the lack of unity in their families. Even though this study focuses on schools on the island of Cyprus, this can relate to any urban and suburban schools.

Georgiou shares the view of how school achievement is effected by the unity of a person's family. Children with parents that have greater incomes and better jobs tend to do better academically than students that comes from lower income. Georgiou conducted a study that shows the differences between the SES and socioeconomic status between suburban and urban schools. The results showed that test scores for people with low income tend to be lower because the lack of unity in their families. Even though this study focuses on schools on the island of Cyprus, this can relate to any urban and suburban schools.

The Virginia Department of Education has unveiled a tool that teachers and parents can use to select books that interest young readers and help them improve their skills.