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A comprehensive report on Year Four of No Child Left Behind implementation raises concerns that thousands of schools across the nation are responding to reading and math testing requirements by reducing class time spent on other subjects and, for some low-proficiency students, eliminating it. The report, from the Washington-based Center on Education Policy, which has generally supported the principles of NCLB, also noted that the federal law is having a greater impact on the everyday activities of schools and districts, including prompting districts to better align instruction and state standards and more effectively use test data to adjust teaching. The report is based on "an extensive body of original research and analysis," including a survey of education officials in 50 states, a nationally representative survey of 299 school districts, and in-depth case studies in 38 geographically diverse districts and 42 individual schools. This link leads to an index page where you can view sections of the report, a press release, and an executive summary with recommendations.

Center for Education Policy (March 2006). From the capital to the classroom: Year four of the no child left behind act. Retrieved from CEP 12 May 2006. http://www.cep-dc.org/_data/n_0001/resources/live/CEP-NCLB-Report-4.pdf

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