The no child left behind act(NCLB): a Texas economic analysis of accountability

In Economic Dimensions in Education, O’Donoghue stated,

“Education, in common with all other activities which use scarce resources, must be analyzed and placed in the overall perspective of a community’s limited resources on one hand, and its diversity of aspirations on the other. To do this satisfactorily it is necessary to possess adequate information on educational methods, and the costs associated with these, and also to have an adequate formulation of educational objectives” (1971, p.216).

The No Child Left Behind Act of 2001 (NCLB) has explicitly and clearly prepared the objectives of education, but the methods of education and the costs of achieving those goals remain unseen. This investigation seeks to answer those two remaining questions. The educational methods shall be answered with an educational production function, and a rough direct cost estimate, if plausible, shall be derived from such function.