The is article discusses what some think would be a better model for reading than presented in the No Child Left Behind Act. This new model combines three former reading models (cognitive model, stage model, and the Pracek Model) to help teachers with developing readers. This model is supposedly superior despite its complexity because of its broad reach and practical purposes. This article does not really define what it wrong with the No Child Left Behind Act, but instead presents a model that might be more beneficial to children learning how to read.

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 authors research the effects of public school choice in the state of South Carolina under the No Child Left Behind Act. It has been found that public schools are labeled "in need of improvement" if there is a large minority of students and a large amount of poverty independent of rural, suburban, or urban location. The article touches on all the spatial aspects of the academic achievement gap between public schools and how rural failing schools are the most disadvantaged. The research in the article is useful but it is limited to the state of South Carolina.

The article explains the Reading First Initiative in the No Child Left Behind Act. The author further discusses the need for more in depth research on literature based education and teaching practices. The article touches on various classroom teaching methods and analyzes literacy in several Children's literature professional journals.

Milosovic talks about research shows that scripted curricula set by the No Child Left Behind Act fails to meet the desired goal of increased literacy. She particularly mentions the negative aspects of the law which include, the time it requires, lack of individual attention on students, and the lack of focus on reading comprehension. Her research covers many cities and states and much can be learned from her article.

The article discusses how the No Child Left Behind Act has failed, particularly in reading comprehension. The authors offer alternative possibilities for the Federal Education Policy in the United States. One of the main points the article tries to get across is to acknowledge and accept the complex nature of learning and literacy and steer clear of rationalizing education. The article is helpful, but very opinionated. It is beneficial in learning about possible alternatives to the No Child Left Behind Act.

Hill and Barth discuss the Federal Government's attempt to raise student achievement, especially in standardized testing, with the No Child Left Behind Act (NCLB). The NCLB's intent was to limit academic achievement gaps in students who are minorities, disabled, financially disadvantaged, or limited English proficiency. One of the biggest problems that has arisen from the law is teacher retention. The NCLB requires highly qualified teachers, but all the highly qualified teachers are not staying. The authors focus on this huge problem of teacher retention.

A provision in the No Child Left Behind Act is that teachers must me the standard of being "highly qualified." The authors argue that the provision is necessary, important, and achievable. Teacher qualifications can greatly affect the process of student learning. The authors suggest certain Federal initiatives that can be put in place to ensure all children have highly qualified teachers no matter the district or state. The article is helpful in knowing the standards for teachers in the No Child Left Behind Act.

A provision in the No Child Left Behind Act is that teachers must me the standard of being "highly qualified." The authors argue that the provision is necessary, important, and achievable. Teacher qualifications can greatly affect the process of student learning. The authors suggest certain Federal initiatives that can be put in place to ensure all children have highly qualified teachers no matter the district or state. The article is helpful in knowing the standards for teachers in the No Child Left Behind Act.