Educational Administration, Department of


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Journal of Women in Educational Leadership. Vol.1, No. 1-January 2003 ISSN: 1541-6224


©2003 Pro>Active Publications


The No Child Left Behind Act is the newest revised version of the Elementary and Secondary Education Act, first enacted in 1965 and last reauthorized in 1994. The Act further expands the federal role in education and provides the largest dollar increase ever in federal education aid. The provisions getting the most attention concern the testing of all students in grades 3 to 8 in reading and math, participation in the National Assessment of Educational Progress, accountability systems for progression toward academically "proficient" status for all students, changes in Title I state share and use of funds and local targeting formulas, state report cards and goals for higher teacher quality. But in the flurry of activity to respond to the regulations released in August and to meet the first round of the timelines, the underlying purpose of the Act seems to be getting lost. The Act seeks, in its own language, "to ensure that all children have a fair, equal, and significant opportunity to obtain a high quality education." But the very children who may benefit most from this goal are the children who are still likely to be overlooked, that is, to be "left behind."