Analyzing the No Child Left Behind Act

Before the No Child Left Behind act came into effect there was a report done in 1983 called A Nation At Risk. Within in this report is information and statistics about how academic underachievement had reached national and international scales. In response to this report the National Commission on Excellence in Education came up with 38 recommendations for the schools. The recommendations were divided into five categories: content, Standards and Expectations, Time, Teaching, Leadership and Fiscal Support (A Nation at Risk and

When President George W. Bush signed the No Child Left Behind Act (NCLB) into law in 2002, the legislation had one goal-- to improve educational equity for all students in the United States by implementing standards for student achievement and school district and teacher performance. Before the No Child Left Behind Act, the program of study for most schools was developed and implemented by individual states and local communities’ school boards. Proponents of the NCLB believed that lax oversight and lack of measurable standards by state and local communities was leading to the failure of the education system and required federal government intervention to correct. At the time, the Act seemed to be what the American educational system

A. According to the No Child Left Behind Act of 2001, it states that “school districts must measure and prove that students make ‘adequate yearly progress ’” on standardized tests.

Due to financial issues, any districts hardest hit had no choice but to move around resources to make up the difference in their actual spending and funds provided by the state due to the Class Size Reduction (CSRe) experiment in California. While accountability was not intended to so strongly influence what

Abernathy, Scott Franklin. No Child Left Behind and the Public Schools. U of Michigan P, 2007. eBook Academic Collection (EBSCOhost). In this eBook, Scott Franklin Abernathy, an Associate Professor of Political Science and a Distinguished Teaching Professor at the University of Minnesota, presents a balanced critique of No Child Left Behind (NCLB). Abernathy argues that all policy makers must ask themselves “Can we ever really know if a child’s education is good?”, rather than assuming any test can accurately measure the elusive thing called a good education. Along with strengths and weakness of NCLB, Abernathy also presents many new models that law makers have been seeking to replace or use

The No Child left Behind Act was intended to close the achievement gap in elementary and secondary schools by allowing each and every student the opportunity to have the best education possible. This law was signed by George W. Bush in 2001 who described it as a law that will, “Ensure that all children have a fair, equal and significant opportunity to obtain a high quality education”(Neill 2). The No Child Left Behind Act was only intended to help the students, but it is clear, not only to teachers, parents, and professionals, that it is time for a reauthorized law; One that each and every student can benefit from. The achievement gap in America’s school systems still exists. For the sake of America’s future, the school system must make a change now or the future of this country will suffer.

The No Child Left Behind Act of 2001, signed into law by President George W. Bush on January 8, 2002, which was a reauthorization of the Elementary and Secondary Education Act of 1965. President Bush once said; “education is the gateway to a hopeful future for America’s children. America relies on good teachers to pass on the knowledge and skills our young people need to achieve their dreams.” “Too many of our neediest children are being left behind.” "No longer is it acceptable to hide poor performance. No longer is it acceptable to keep results from parents," Bush said when he signed the legislation. "We're never going to give up on a school that's performing poorly; that when we find poor performance, a school will be given time and incentives and resources to correct their problems." (Bush)

The No Child Left Behind Act, which passed Congress with overpowering bipartisan backing in 2001 and was signed into law by President George W. Bush on Jan. 8, 2002, is the name for the latest redesign to the Elementary and Secondary Act of 1965. The NCLB law which was implemented out of worry that the American educational system was no more globally focused, significantly expanded the government's role in holding schools accountable for the educational achievement of all children. Furthermore, it put an exceptional spotlight on guaranteeing that states and schools help specific groups of children to be academically successful, for instance, English-language learners, Students with Disabilities (SWD), and socioeconomically challenged students, whose academic

In 2002, the No Child Left Behind act, was made into a law by President Bush. The Act required states to develop assessments in basic skills, and to turn these assessments over to the government to receive funding for their school. This law implemented standardized test that all students needed to take. Many teachers felt that their teaching ability was being based off these test scores. Teachers should not be evaluated on their students performance on exams.

Adequate Yearly Progress (AYP) is a requirement that all schools must abide by. AYP is the measure by which schools, districts, and states are held accountable for student performance under Title I of the NCLB Act. (Education Week, 2011) However, a loophole gave provisions to school districts the opportunity to demonstrate proficiency, even for subgroups that do not meet State Minimum Achievement standards through a process called “safe harbor”. (Wikipedia, n.d.) According to the law, it states that all schools must implement adequate resources to maintain AYP before interference becomes necessary. However, flexibility to define this yearly progress is allowed when following legislative guidelines.

The No Child Left Behind Act is designed to raise the achievement levels of subgroups of students such as African Americans, Latinos, low-income students, and special education students to a state-determined level of proficiency. However, since its introduction in 2001, it has received a lot of criticism. Some argue the ulterior motives of the Act while others commend its innovation and timing. With the Bush administration coming to an end, it is difficult to determine what will happen to the Act or how effective it will continue to be. Hopefully future lawmakers will be able to evaluate the pros and cons of the Act and the impact it will have on our youth.

In the short story, the commentator on the announcement is congratulated for at least trying to say “ladies and gentlemen.” Similarly, children are awarded for participation so that everyone feels included and equal, while in reality there are winners and losers.

The No Child Left Behind Act of 2001, President George W. Bush's education reform bill, was signed into law on Jan. 8, 2002. The No Child Left Behind Act says that states will develop and apply challenging academic standards in reading and math. It will also set annual progress objectives to make sure that all groups of students reach proficiency within 12 years. And the act also says that children will be tested annually in grades 3 through 8, in reading and math to measure their progress. The test results will be made public in annual report cards on how schools and states are progressing toward their objectives.

Lastly, by trying to emphasize reading, the Act creates less rounded individuals because fewer subjects are being stressed, and some are taken out of schools all together. If schools do not make adequate yearly progress (AYP) the government will intervene, hiring new teachers and administrators, and restructuring the curriculum in attempt to increase performance levels. If schools exceed objectives, they will be eligible for achievement awards (Bennett). This Act has failed in regards to properly measuring the achievement levels of schools and students and not providing for the financial needs of schools in America.

The No Child Left Behind act was signed and put into place by President George W. Bush in 2002. The act was passed in order to replace the Elementary and Secondary Act (ESEA), put into place by President Lyndon B. Johnson in 1965, as part of his Great Society Program. The ESEA helped to cover the cost of educating disadvantaged students, while expanding the federal role in education. (Education Week 2015) The idea of the NCLB act, much like ESEA, was to help reform the educational system in both elementary and secondary school systems. The NCLB act was very ambitious, and brings up issues on improving the academic achievement of the disadvantaged, training high-quality teachers, language instruction for limited English proficient students, 21st-century schools, and enforcing technology. (U.S. Department of Education, 2010) One of the biggest factors of this bill was the idea of closing the gap between advantaged and disadvantaged students. Bush felt that this could be done by using standardized tests to measure how students were doing, and to see how well the teachers are doing. These tests were then used to identify which school systems were not performing