Elementary Education Act Of 1965 Essay

The Elementary and Secondary Education Act of 1965 (ESEA) was brought into provision during Lyndon B Johnson’s first elected term as president. With his landslide victory and the support of both houses, he was able to initiate the ESEA under the Great Society Program. The goals of the ESEA was providing federal funding to elementary and secondary education and to set a precedence for a universal federal curriculum. By allowing the federal government to administer funds to each state for education, the states had to follow federal guidelines to be eligible for the benefits. What the ESEA accomplished beyond allocating monetary benefits for education to each state, was forcing schools in the south to desegregate their school districts to allow all children the same right to a quality education.

The No Child Left Behind Act was based on the Elementary & Secondary Education Act of 1965. The act was established based on the promise of Thomas Jefferson to create a free public education system in Virginia (Hammond, Kohn, Meier, Sizer & Wood, 2004). The act is now reauthorized as the No Child Left Behind Act of 2001. The purpose of the No Child Left Behind Act was to make sure that children were given a fair, quality education. The act set out to close the achievement gaps in education, which were caused by children living in poverty, living with disabilities, children who were of different ethnic backgrounds and English learners. The proposed methods of the act targeted all children and provided an equal opportunity to meet

During Johnson’s presidency, the federal government significantly extended its domestic responsibilities in attempt to transform the nation to what Johnson called the “Great Society,” in which poverty and racial intolerance ceased to exist. A previously unsurpassed amount of legislation was passed during this time; numerous laws were passed to protect the environment, keep consumers safe, reduce unfairness in education, improve housing in urban areas, provide more assistance to the elderly with health care, and other policies to improve welfare. Johnson called for a “War on Poverty,” and directed more funds to help the poor; government spending towards the poor

One of his major accomplishments he during this time was a War on Poverty. Johnson believed that the cure to poverty was education and therefore passed numerous acts providing federal aid for education. The Elementary and Secondary Education Act was the first general federal-aid-to-education law in American history and gave over $1 billion to public and parochial schools for books, library supplies, and special-education courses. The Higher Education Act gave $650 million for scholarships and low-interest loans to poor college students and for funds for college libraries and research facilities. Also, through the Economic Opportunity Act Johnson started antipoverty programs such as the Job Corps, VISTA, Project Head Start, and the Community Action Program. However, these programs were designed by Johnson to be a ?hand up, not a hand out.?

“The NCLB law­—which grew out of concern that the American education system was no longer internationally competitive­­—significantly increased the federal role in holding schools responsible for the academic progress of all students. And it put a special focus on ensuring that states and schools boost the performance of certain groups of students, such as English-language learners, students in special education, and poor and minority children, whose achievement, on average, trails their peers.” (Klein). In 1965, ESEA (Elementary and Secondary Education Act) was introduced by President Lyndon B. Johnson’s Great Society Program to create a clear understanding of the Federal Government in K-12 school policy, which provided more that $1 billion

The national government has been helping to improve and regulate education since 1965 when they passed the Elementary and Secondary Education Act (ESEA). The main purpose of this act was to help America's disadvantaged students that lived in poverty. The ESEA helped improve education from grades k-12 across the United States for thirty six years. When Congress approached the same program in 2001 it was reauthorized and

The Elementary and Secondary Education Act (ESEA), brain child of President Johnson, was passed in 1965. ESEA was intended to mitigate disparities in access to quality academic services and learning outcomes endured by underprivileged and minority students by federally funding schools serving their communities. ESEA, later revised as No Child Left Behind, was to be one element in a larger reform agenda focused on urban redevelopment, vocational training and “EDUCATION AND HEALTH” (Thomas & Brady, 2005). In his 1965 State of the Union, Johnson proclaimed, “No longer will we tolerate widespread involuntary idleness, unnecessary human hardship and misery, the impoverishment of whole areas… ” Nevertheless, this intractable problem remains, as illustrated by recent National Assessment of Educational Progress findings:

TRIO would later evolve into a total of eight programs, yet keep the title of “TRIO.” Upward Bound (often referred to as Classic or Regular Upward Bound) would be joined by Upward Bound Math-Science, a program with a format similar to Upward Bound, but stressing and providing assistance in Math and Science, while encouraging students to pursue careers in these fields of study. Veterans Upward Bound was initiated in the 1970s to provide military veterans with the skills and support necessary to pursue a postsecondary degree (U.S. Department of Education, 2016).

Explanation of choosing the “No Child Left Behind” Act The “No Child Left Behind” (NCLB) Act is an important topic in education to me,

The Ordinances of 1785 and 1787 provide land grants to states for the maintenance of public schools. The Elementary and Secondary Education Act of 1965, supply funds for compensatory education programs for economically disadvantaged students attending public and non-profit private schools. The No Child Left Behind Act, requires states to implement accountability systems with higher performance standards in reading, mathematics, and science. Title IX of the Education Amendments of 1972 barred sex discrimination against participants in education

In 1965, Lyndon B Johnson signed the Elementary and Secondary Education Act in an attempt to achieve more equity among minority groups within the education system. Along with the numerous attempts to close the achievement gap came America’s first federally funded state assessments, created with the intention of holding the nation’s schools accountable for providing a quality education for every student. This legislation was revisited in 2001 by the Bush administration with the No Child Left Behind Act, which saw the achievement gap that still existed among ethnic minority groups, but also recognised a prominent gap within poverty- stricken communities. With this came state tests that were more difficult and more frequent in an attempt to further

The Elementary and Secondary Education Act (ESEA) was signed into law by President Johnson in 1965. The ESEA allowed for new grants to districts for low-income students, federal grants for text books and federal grants for state instruction. This action also placed distinctive schooling centers. In 2002, the act was renamed as No Child Left Behind (NCLB) reauthorized, and signed by President Bush. The reauthorized form uncovered the fissures in educational accomplishment among susceptible students and those who have the upper hand with

A Title I school is eligible to become a Title I School-wide Program when the poverty level, (determined by free and reduced meal counts, Aid for Dependent Children [AFDC], census, or Medicaid) is at or above 40%. "Title I" is the federal program that provides funding to local school districts to improve the academic achievement of disadvantaged students. It is part of the Elementary and Secondary Education Act first passed in 1965. That Act is reauthorized by Congress from time to time, and often given a new name. It is currently known as the No Child Left Behind Act.

If a school receiving federal Title I funding failed to meet the target two years in a row, it would be provided technical assistance and its students would be offered a choice of other public schools to attend. Students in schools that failed to make adequate progress three years in a row also were offered supplemental educational services, including private tutoring. For continued failures, a school would be subject to outside corrective measures, including possible governance changes.

The role of the federal government in setting education policy increased significantly with the passage by Congress of the No Child Left Behind Act of 2001, a sweeping education reform law that revised the Elementary and Secondary Education Act of 1965. "Federal policy has played a major role in supporting standards-based reform since the passage of the Improving America's Schools Act (IASA) of 1994. That law required states to establish challenging content and performance standards, implement assessments…hold school systems accountable…" (Goertz, 2005, pg. 73)