Interventions

Abstract

No Child Left Behind (NCLB), despite criticism over its implementation, unrealistic expectations, and funding, for the most part, has brought about a climate of higher expectations and transparency into mathematics education. Nevertheless, with NCLB, the focus has been primarily on how well schools and local education agencies (LEAs) are doing. Consequently, too much responsibility is placed on teachers, schools, and districts and not enough on students and parents. Further, Annual Yearly Progress (AYP) results, associated with NCLB, are often not timely enough to provide corrective actions to students with skills deficiencies and to those who lack algebra readiness.