No Child Left Behind and Science Education: Opportunities, Challenges, and Risks
Abstract
This article examines the opportunities, challenges, and risks that No Child Left Behind (NCLB) poses for science education in elementary and middle schools. Four areas of science education—standards, instruction, teachers, and curriculum—are discussed in the present context of NCLB accountability. Attention is given to how the current policy agenda affects science education and how this agenda may influence the teaching and learning of science for years to come.
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References 44 · Cited by 194
- Authors
- Marx, R. W., & Harris, C. J.
- Affiliations
- University of Arizona (US)
- Venue
- The Elementary School Journal
- Publisher
- University of Chicago Press
- Published
- 2006-05
- Volume
- 106
- Issue
- 5
- Pages
- 467-478
- ISSN
- 0013-5984 (ISSN-L)
- 1554-8279
- OpenAlex
- W2161575566
- Cited by
- 194
- References
- 44
- Citations by year
- 2026: 1 · 2025: 1 · 2024: 4 · 2023: 5 · 2022: 2 · 2021: 6 · 2020: 8 · 2019: 11 · 2018: 10 · 2017: 10 · 2016: 14 · 2015: 13 · 2014: 17 · 2013: 18 · 2012: 16
- FWCI
- 32.28
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- The Elementary School Journal (publishedVersion)
- Topics
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Decision Sciences › Information Systems and Management › Educational Assessment and Improvement
- Social Sciences › Education › School Choice and Performance
- Keywords
- No Child Left Behind Act, science education, educational accountability, elementary school, junior high school, science education standards, science instruction, science teachers, science curriculum, education policy
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