No Child Left Behind Act: Difference between revisions

The system of incentives and penalties set up a strong motivation for schools, districts, and states to manipulate test results. For example, schools have been shown to employ "creative reclassification" of [[high school dropouts]] (to reduce unfavorable statistics).<ref>(2004) [http://www.factcheck.org/article181.html Bush Education Ad: Going Positive, Selectively] {{Webarchive|url=https://web.archive.org/web/20080107021306/http://www.factcheck.org/article181.html |date=2008-01-07 }}. FactCheck.org. Retrieved June 7, 2007.</ref> For example, at [[Sharpstown High School]] in [[Houston]], [[Texas]], more than 1,000 students began high school as freshmen, and four years later, fewer than 300 students were enrolled in the senior class.  However, none of these "missing" students from Sharpstown High were reported as dropouts.<ref name="Woods">{{cite book|last1=Meier and Woods|first1=D. and G.|year=2004|publisher=Beacon Press|location=Boston|isbn=0-8070-0459-6|page=[https://archive.org/details/isbn_9780807004593/page/36 36]|title=Many Children Left Behind: How the No Child Left Behind Act Is Damaging Our Children and Our Schools|url-access=registration|url=https://archive.org/details/isbn_9780807004593/page/36}}</ref>