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dc.contributor.advisorBriggs, John
dc.contributor.authorZeller, Maura
dc.date.accessioned2009-06-30T17:02:59Z
dc.date.accessioned2022-07-20T19:48:42Z
dc.date.available2009-06-30T17:02:59Z
dc.date.available2022-07-20T19:48:42Z
dc.date.issued2007
dc.identifier.urihttps://westcollections.wcsu.edu/handle/20.500.12945/2825
dc.description.abstractThe following paper is a collection of researched data and personal stories from teaching professionals about the No Child Left Behind Act (NCLB) of 2001 and the stress that accommodates standardized testing. As well as reviewing the Act's goals and assumptions, the paper looks at nationwide test results of the NCLB, in particular the idea of schools cheating or "fudging" test scores. A response to a non-biased questionnaire composed by data from the National Council of Teachers of English (NCTE) is also discussed. It was submitted to principals and teachers within the Danbury, Bethel and Brookfield Elementary Public Schools district in the state of Connecticut.
dc.format.extent436602 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoen_US
dc.subjectNCLB
dc.subjectteaching;stress;cheating
dc.subject.otherThesis
dc.titleThe Children Left Behind
dc.typeThesis


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