Essay On No Child Left Behind Act

Each state teaches their students different material at different rates and this is why some states place pressure of testing companies to “dumb-down” the test (Margie). Each state’s tests are created by the state; therefore, they can make the test as easy as possible to make everyone succeed on it. Some states have districts in poverty and cannot afford the best textbooks or technologies; therefore, their students do not reach their potential. When these districts have scores that are too low they do not receive federal grants; therefore, this puts them into a further bind.

George Bush 's "No Child Left Behind Act," which passed in 2002, mandated annual standardized testing in math and reading. If schools received insufficient scores, they were punished or shut down. This fueled the construed concept that a school is only doing well if the students have adequate test scores.

Another contributing factor that later laid the ground work for NCLB to follow was the Texas Educational Accountability System enacted during the 1980’s. This was the first time the use of standardized tests were used to evaluate teachers and keep them accountable for how their students preformed. This Act came from President George Bush’s home state when he was governor and he later used these ideas to create No Child Left Behind with the help of his Secretary of Education, Margaret spellings.

As of a 2012 report on annual spending for K-12 standardized exams, the states were spending a combined 1.7 billion dollars on the administering of standardized tests (Chingos, 2012). Many, including myself and likely Jefferson, would argue that it is not the place of the national government to make a judgement on the job of state educators from such a vicarious position. Some would even go as far as to label the policy coercive and destructive to public education because of the penalties imposed for schools which failed to meet Adequate Yearly Progress (AYP) goals. These penalties started lightly, but schools which were labeled as “needing improvement” for more than three or four years were mandated to provide additional aid in the form of tutoring programs and remedial classes to students which did not improve. In severe cases, schools could be totally restructured by the government, privatized as a charter school, or have the majority of their faculty replaced (FairTest). Many of these penalties like tutoring programs were branded unfunded mandates, since their cost in addition to that of administering annual testing was not covered by federal grants allocated to the states. The result was a conflict between the states and federal governments which resulted in a

This bill increased the federal government’s role in ensuring the quality of education by enforcing standardized testing in schools. This measure taken by the government allowed them to hold schools responsible for the progress of their students. This law required schools to show yearly progress on test scores. If they failed to do so they will be labeled as a school that needs improvement. If a school fails to show yearly progress throughout the time frame of four years in a row, “it is labeled as needing corrective action and can face the wholesale replacement of its staff” (Standardized Testing, 2015). All of this left a lot of pressure on the teachers which began using class time in order to study for the government issued tests. Overtime, this sparked many debates on whether the tests benefited students or if they hindered their education.

Americans need education to do anything. Schools help involve people in education and learning at a young age. The government needed to scope out a way to make sure students learn in the class room. Eventually, they created annually measurement for students learning from grades 3rd-12th called standardized testing. In 2001, No Child Left Behind passed under President Bush was the starting point of standardized testing. The national test administered every year were meant to keep track of schools and the students. Recently, in the last decade standardized testing has not been doing its job. As americans we should take a stand for our school system. In America today, we have standardized testing supporters and non-supporters. Many other laws

Since the mid-1800s, standardized tests have played a part in America’s education system. In 1969, the Federal Department of Education began focusing on the educational achievement of students. In 1994, the Clinton administration revised the Elementary and Secondary Education Act, created during the War on Poverty, to reduce achievement gaps in kindergarten through twelfth grade public education. The Clinton administration made every state that received money from the federal government for high-poverty schools begin testing their students annually. In 2002, President George W. Bush created another reauthorization of the Elementary and Secondary Education Act - the No Child Left Behind Act; which focused on giving all children the opportunity

On December 10, 2015, President Obama signed the Every Student Succeeds Act (ESSA), replacing the No Child Left Behind Act (NCLB). ESSA was passed with bipartisan support and allows a more flexible plan for decision making for education at the state and local levels. Full implementation begins July 1, 2017. ESSA gives states more leeway in a wide range of areas, and the U.S. Department of Education role in accountability is considerably scaled back. The main difference in ESSA is that it hands the educational accountability ball from the federal government to the states.

“The No Child Left Behind Act of 2001 (No Child Left Behind) is a landmark in education reform designed to improve student achievement and change the culture of America's schools.” President George W Bush had good intentions of implementing various policies to improve our nation's education system but fell short. The No Child Left Behind Act caused havoc in schools nationwide. Fortunately, I believed the No Child Left Behind Act is supportive and effective for children and families to an extent. The No Child Left Behind Act placed a serious damper on schools because of the English language learners. Many educators failed to see the positive impact standardized test had with English language learners. “One positive impact the NCLB has had on

Standardized tests have been around for hundreds of years. The test originated in the 1800’s. The test was created by Horace Mann. The test was to decide how students were mastering their current level of work and whether they should proceed to the next level. There were no negative consequences associated with the tests or scores. After the publication of the Coleman Report (Coleman et al., 1966), which took an in depth look into the education system and analyzed how the education system affected student achievement, the use of standardized achievement tests for accountability became the trend. It was all about everyone involved in the education of a body of students should be held accountable for the learning and teaching of those students. The teachers and others involved had to answer to the political bodies that were providing funding for the education system. In 2001 the No Child Left Behind Act was passed under the administration of President Bush. The act is based on improving instructional outcomes for students with disabilities. The

While it was a good idea, it's not hard to see how school curriculum could be focused solely on improving test scores to attract new students. Although the government should be available for assistance, the standard for the measurement of students should come from the affected children and their parents. The idea to even test a very diverse group of kids to the same standards is crazy. Other countries' schools find what a child is good at and help the excel in that given subject, while giving them other classes to create a well rounded education. America's approach on the other hand is to make all students "average" how terrible does that sound? Instead of helping a student along their path of excelling in their given passion, the government makes kids study the subjects they're bad at. The exact opposite of succeeding countries systems. We give tutors to kids in subjects they're bad at, instead of what they're good

Who are Raphael, Leonardo, Michelangelo and Donatello? Present this question to a room full of children (as well as teenagers) and you are only going to receive references to the Teenage Mutant Ninja Turtles as responses, nearly without a shred of doubt. Though those guys are great, as someone in my mid-twenties I have some nostalgic attachment to them as well, this fictional presentation, with its’ fictional responses which is actually not related to those fictional characters at all, presents a prime example of the large void in the level of insight of what the education system has instilled in our youths. At the turn of the century, there seemed to be a shift. And that shift is due, in part, to the introduction of the No Child Left Behind Act, a federal public education act that forces schools to follow certain policies and meets standards in order to receive federal funding. It is believed by many that No Child Left Behind has assisted in the marginalization of arts education in public schools by way of prioritizing core subjects. This thinking, and by conjecture this act, have been a detriment to the development of children. Therefore, I propose that if this act is to be in place, in order for public schools to provide the best possible education for the future of this country, they must also implement benchmark testing for fine arts classes identical to those of the core subjects.

No Child Left Behind Act (NCLB) was passed by Congress in 2001 with overwhelming bipartisan support. On Jan. 8, 2002, the Act was signed into law by President George W. Bush. The initiation of this policy in the education sector marked the most recent expansion of the federal role in education especially to the Elementary and Secondary Education Act of 1965. The NCLB policy was developed out of the concern that the American education system was historically disadvantaged over time, and the federal government needed to play a greater role in increasing its responsibilities in the education sector for purposes of making the American education sector internationally competitive.

The No Child Left Behind Act was created to equal learning opportunities for children that come from disadvantaged backgrounds, giving them more opportunities and providing them more freedom to do what they wish of their lives. To do this, standards were placed nationwide for certain grade levels so even schools in low-income areas were able to provide the students with equal education. In order to test the results of this effort, standardize testing was ramped up and used to determine if children pass or failed the course. Moreover, if schools did not fulfill even one specific criterion, the school could be designated as failing. The annual yearly progress

The paper is fundamental as it looks at the No Child Left Behind Act that was put into practice because the American education system was no longer internationally competitive. The outcome of the challenge is the federal education system function was increased towards holding schools accountable for the academic progress of all students. The implication here is that the No Child Left Behind Act focused primarily on states and schools, so as to boost the performance of different groups of students as a way of fulfilling their education rights. The primary agencies associated with the implementation and benefits offered under the policy are federal government, states and schools. They are encouraged to work as a team, so as to effectively ascertain that students are in the right way and successful.