Differentiated Accountability

Since the No Child Left Behind Act, also known as NCLB, has come into effect, it has caused some concerns with teachers and parents alike on how well it is working for the students. There have been issues that have arisen that needed to be addressed and instead been overlooked when a child does not meet with the school’s standardized testing and is pushed onto the next grade level.

While NCLB appears great in principle, it is failing in actuality. The main purpose of the Act was to close the achievement gap between White and minority students, especially Black and Latino students, by increasing educational equality. The differences in the achievement gap is to be measured yearly through the use of standardized testing. As each student is unique, the use of standardized tests to measure whether students reach 100% proficiency is unrealistic. Teachers, principals, and school boards are so worried about being “proficient” that teachers are now teaching for the test, not teaching a rounded curriculum. With schools afraid that they may possibly receive sanctions, schools are now cheating the system by finding ways to bolster their scores to improve state AYP rates. Paul D. Houston explains in his article “The 7 Deadly Sins of NCLB,” that the Act relies on fear and coercion (2007). Teachers, school boards, and states are so afraid of receiving a failing grade that they are willing to skew results in their favour. Not to mention that states are allowed to choose their own statistical method to analyze their scores. Due to many unforeseen variables, these differences make it almost impossible to imply causation that students are reaching proficiency due to the NCLB Act.

that the control states (states that had accountability) compared with the treatment states (states that did not have accountability prior to NCLB). The top left graph shows that states that held accountability had a higher growth in test scores than the treatment states prior to NCLB in 2001 and that the five-percentage gap between the two groups diminished. If NCLB did have the impact its proponents claimed, than there should be a marked increase after 2001 and we can see that with-respect to the fourth-grade mathematics scores there was an increase- even more important the slope of growth for the states with no prior accountability (treatment states) really increased thus showing that NCLB had an impact. Similarly for eighth-graders,

NCLB has received many criticisms since its implementation. Despite its goal of improving student performance by holding schools to high standards, NCLB fails to define what those standards are. It sets its goal as 100% proficiency, but mandates that each state develop its own achievement standards for students to meet. As a result, states developed unique assessments with notably different performance standards. They also changed their assessments over time, which makes trends unreliable . Though NCLB used standardized tests to measure overall school improvements, modern standardized testing systems are not designed to measure educator performance. They are designed to produce reliable measures of individual student achievements in a low stakes

At its core “were a number of measures designed to drive broad gains in student achievement and to hold states and schools more accountable for student progress. They represented significant changes to the education landscape” (U.S. Department of Education, 2001). NCLB affected almost every public school in the US and introduced a level of involvement by

The no Child left behind act of 2001 has had a major impact on students, teachers, and our culture as a whole. When the NCLB act was passed in Congress and signed into law by President Bush, it was so that we would have increased accountability for schools and teachers, improving test scores, and help schools get the support and backing of the federal government so that no more children would slip through the cracks of the educational system.

However, President George W. Bush signed the No Child Left Behind Act (NCLB) law in 2002. NCLB required states to test students in reading and Mathematics per annum from third through eighth grade, and a minimum of once from grades ten to twelve. Over time, educators realized that the law encourages faculties to concentrate on two numbers - mark in rudimentary English, language arts and literacy, and mathematics tests - which regularly meant drilling core skills and facts at the expense of a broader education.

The No Child Left Behind Act (NCLB) is an education policy originally proposed by President George Bush in 2001. Since then President Barrack Obama has added modifications in order to better educate the students of our Nation. The purpose of the NCLB is to enable all children to the same rights for education. Each child, regardless of race, gender or location should be able to obtain equal education. The policy requires highly educated teachers and annual state testing that is submitted to the government.

In an attempt to amend the situation, the federal government stepped in, focusing on responsibility and accountability to ensure all students were learning and achieving to their fullest potential (Bush, 2001). The No Child Left Behind Act (NCLB) of 2001 was the reauthorization of the Elementary and

The No Child Left Behind act is the Bush administration's sweeping educational reform, aimed at improving the performance of the nation's public schools by introducing accountability. Supporters of the act claim that it will increase the performance of all school children by raising the standards and allowing parents greater freedom in choosing the school they want their child to attend. The act also puts in place a system of punishment for schools if their student body does not perform to the standards set down by the National government (NCLB act). As well as increasing standards, this act also encourages teachers to use a curriculum which the government developed with "scientifically based research" (a

This article discusses the impact of No Child Left Behind on how student achievement is being measured. It discussed how NCLB has expanded federal influence over education in the United States. It takes a look at how it has compelled states to take a look the assessment of students with their schools and has called for greater accountability from schools to ensure that all students acquiring skills that are needed.

No Child Left Behind was a reauthorization of the Elementary and Secondary Education Act (CITE PSYCH IN SCHOOL). Once again, the education system was described as failing and academic achievement needed to be more rigorous, "all students must meet state-defined criteria for proficiency" (CITE PSYCH IN SCHOOL, p. 159). This act indicates again to the public that the professionals in the educational field cannot produce achievement and are unable to identify what achievement should be for students. Therefore, this time the state should determine what proficiency should be for students. These rubric standards for what a teacher should look like in the classroom along with the focus on assessment that NCLB brought takes over instruction and assessment side of the Steven Jay Gross

The No Child Left Behind Act of 2001 was “a United States Act of Congress that reauthorized the Elementary and Secondary Education Act. This act was created to close the achievement gap with accountability, flexibility, and choice, so that no child is left behind.” NCLB “is a federal law that mandates a number of programs aimed at improving U.S. education in elementary, middle, and high schools by increasing accountability standards” (White). This act was an act that mostly provided for disadvantaged students. The NCLB Act joins the standards and procedures proposed by President Bush. These incorporate expanded responsibility for states,

At the onset of the new millennium, congress enacted No Child Left Behind (NCLB), in an effort to set standards and impact change at the school level. As defined in a government publication: No Child Left Behind: A Desktop Reference (2002) the act is characterized as, “…a landmark in education reform designed to improve student achievement and change the culture of America’s schools” (p.9). Currently, The Race to the Top Executive Summary (2009)

In 2001 the No Child Left Behind act (NCLB) The goal was to use standardized testing so that teachers and schools could then be evaluated. This federal law affected public