Education Revolution: Why the No Child Left Behind Act Didn't Work

The (No Child Left Behind Act of 2001), closing achievement gaps among various student groups became a primary focus for the federal education accountability. schools and districts were required to separate student test scores and performance data by student characteristics in order to better understand and make comparisons between the ethnic groups. This created better awareness of racial disparities, and an ever bigger concern about other

With the NCLB’s focused emphasis on English and math standards, other educational areas such as the arts and sciences have been overlooked. The No Child Left Behind Act also focuses on bringing the lower scores up and not helping in raising the scores of those students who are already at higher levels leaving these higher achieving students behind in a push for equality. Although test scores have risen and the achievement gap between minority and white students has decreased, the No Child Left Behind Act has damaged the United States educational system by not addressing the needs of all students, forcing curricula to exclude arts, civics, foreign language and sciences, and emphasizing testing and not learning. It is time for a change.

The no child left behind was a U.S Act of Congress that was create to reauthorize the Elementary and Secondary Education Act. The no child left behind was affects what students are taught, the tests they take, the training of the teachers, and the way money is spent on education. However it did not improve the education system since it was used to measure the student improvement in order to receive federal funding and if the school didn’t do good on these tests they lose their federal funding which means that the students from these school was not going to receive a good education. In addition, the no child left behind was not successful because teachers will focus more time on math, science, and English and annoy the other subject. Students

“Unintended Educational and Social Consequences of the No Child Left Behind Act” Journal of Gender, Race and Justice, no. 2, Winter 2009, pp. 311. EBSCOhost. In this peer-reviewed academic journal article, Liz Hollingworth, an associate professor in the College of Education at the University of Iowa, explores the history of school reform in the United States, and the unintended consequences of No Child Left Behind (NCLB). Hollingworth states that the great promise of NCLB is that schools will focus on the education of low-achieving students, reducing the gap in student academic achievement between White students and African-American, Hispanic, and Native American student populations. Hollingworth states that an unintended consequence of NCLB was that teachers and school administrators had to shift curriculum focus in an effort to raise test scores, but in some cases, they had to also abandoned thoughtful, research-based classroom practices in exchange for test preparation. NCLB also affected teachers, highly qualified teachers left high-poverty schools, with low performance rates especially those schools where teacher salaries are tied to student academic performance. Hollingworth concludes her article by stating “we need to be wary of policy innovations that amount to simply rearranging the deck chairs on the

The American public educational system is filled with an assortment of problems. Most students are graduating with less knowledge and capability than similar students in other industrialized countries. Classroom disruptions are surprisingly common, and in some classrooms, nearly continuous. The public education system is having difficulty adjusting to the no child left behind act. The No Child Left Behind(NCLB) is a landmark in education reform designed to improve student achievement and change the culture of American’s schools.

During President Bush’s term, government became aware that American schooling needed major improvement. There was a need of a law which would improve the system while using scores to evaluate students as well as their teachers. "The fundamental principle of this bill is that every child can learn, we expect every child to learn, and you must show us whether or not every child is learning," (Secretary, 2002) President George W. Bush said on Jan. 8, 2002, signing ceremony of No Child Left Behind Act. However, this one size fits all approach revealed not be resourceful. "The goals of No Child Left Behind, the predecessor of this law, were the right ones: High standards. Accountability. Closing the achievement gap, but in practice, it often fell short. It didn 't always consider the specific needs of each community. It led to too much testing during classroom time. It often forced schools and school districts into

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.

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.

Bush’s No Child Left Behind Act is a renewal of the Elementary and Secondary Education Act, which is an aid program for disadvantaged students. Although it does sound as if the Act is helping children all across the country, Alexandra Robbins thoroughly explains otherwise in her book, The Overachievers: The Secret Lives of Driven Kids. Within pages eighty five through eighty nine, Robbins thoroughly shows her negativity to the Act and why it’s hurting children rather than helping them. She uses hard facts, such as the emphasis on tests, altered curricula, and the corrupt college admission process to prove her point.

The paper included information regarding the No Child Left Behind Act of 2001. In the paper, I discussed the strengths and weaknesses of the policy as well as recommended changes to the policy. This paper provided me with the opportunity to question what my beliefs and values are on a policy that directly impacts children. In addition, the paper addresses what I think is important regarding education based on my values. As I wrote the paper, I recognized that I do value the importance of education. I also realized the importance of questioning statements of values and the underlying ethics of policies. I will continue to be competent and strive to increase my professional knowledge and skills in policies as it relates to my values and beliefs.

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.

This article in the Times newspaper, points out problems and flaws with the 2002 U.S. No Child Left Behind educational legislation, which was designed to improve education in the U.S. Topics that are discussed include, teachers complaints that No Child Left Behind policy sets impossible standards and forces teachers to teach based on the test material, and how the bill originally came to life by the proposal of former U.S. president George W. Bush. The other topic

According to the Nation’s Report Card, only forty percent of 4th graders and thirty-three percent of 8th graders are performing at or above levels of proficiency on the National Assessment of Educational Progress (NAEP) mathematics test in 2015. These numbers are unchanged from 2013, showing that no progress is being made. The United States education system needs to drastically be reformed so that our test scores and work output is comparable to that of higher-achieving nations such as China and Japan. One policy currently in place that is making it difficult for teachers to teach the way they would like is the No Child Left behind Act. The act was originally made so that schools are held accountable for their students’ progress, parents get more choices of which school their children will attend and so that there is more flexibility for how funds can be distributed by the schools. The No Child Left Behind Act needs to be reformed because it encourages teachers to teach to the tests, gives money to schools already succeeding, and forces teachers to focus mainly on students struggling rather than average or excelling students.

Education is a key contributor to personal development social and economic growth. It is obligatory for a person to be educated and trained effectively In order to achieve his or her ambition. Educators and trainers play a leading role in the making of future leaders and champions. Such are the principal aspects, which led to the rise of the "No Child Left Behind" program in 2002. The program, which focuses on teaching practices, is meant to enhance excellence in students attending all education centers giving no bias to nationality, gender, physical, or mental disability (Berkhart 84). The program, which has been running for at least 1 decade, benefits many learners due to its remarkable contribution to academic excellence and skill empowerment in relation to establishing a brighter future for the young generation.

The No Child Left Behind Act should tremendously be re-examined and amended because the focus on the standardized tests decrease the quality of other subjects not on the tests, the tests are not an efficient tool to make certain that a student is receiving an excellent education and the tests create unnecessary stress for the students, teachers and administrators. The purpose of No Child Left Behind is to provide every student with the opportunity to receive a top-grade education. This is a great proposal to strive towards but, legislation plans on achieving this proposal by making schools responsible for their students’ proficiency and to measure their proficiency with the use of standardized tests. After the students take the