Essay On No Child Left Behind

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

second largest and oldest city in Georgia with a population of about 200,000. The school district

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

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.

In 2004, coinciding with the conclusion of President George W. Bush’s first term in office, United States Secretary of Education, Rod Paige, released an essay depicting the successes of his administration. Paige’s department spearheaded the initiative sparked by the No Child Left Behind Act, a set of policies enacted to reform education and provide students with an improved degree of learning more suited to the evolving job market. Paige brings light to the findings of his administration, presenting what he considers to be evidence explicitly showing the successful nature of these programs. Through numerous faults with his argumentation and reasoning, however, Paige’s opinion on the outcome of said policies is highly debatable. To judge

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

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

No Child Left Behind (NCLB) has been something that brings out a lot of opinions of many different people living in the United States. As with everything political, people have positive opinions of NCLB, but also very negative ones. This spurs from the fact that NCLB may work better for some students, but perhaps not for others. Parents are frustrated by NCLB if their children struggle because of it and perhaps did not struggle before its existence. A lot of things are difficult pertaining to this Act, but one that may be much more difficult than others is when it comes down to dealing with how to teach ELL students in this country. Many people believe that Title III of NCBL really hurts ELLs in the United States, and there are many articles to prove that to be the case. Title III is very much dated in terms of what is happening in this country right now. When able to compare it to the Bilingual Education Act, it seems to have taken a step backward from what was happening in terms of education in the late 20th century. There seems to be more of a focus on ELLs learning English, and not worrying about their native language, even though many young students may not even be especially proficient in their native language, even more so if they came to the United States at a very young age. This paper will show how NCLB and Title III indeed hurt non native students when it comes to learning, and how not having the Act would help ELLs

* Teacher Qualifications: By the end of the 2005-06 school year, every teacher in core content areas working in a public school had to be "highly qualified" in each subject he or she taught. Under the law, "highly qualified" generally meant that a teacher was certified and demonstrably proficient in his or her subject matter. Beginning with the 2002-03 school year, all new teachers hired with federal Title I money had to be "highly qualified." By the end of the 2005-06 school year, all school paraprofessionals hired with Title I money must have completed

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.

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)

In order to address how and why agenda setting of the No Child Left Behind Act (NCLBA) came about, it is important to begin with addressing the education situation of 1965. According to McGuire (2008), the Congress passed the Elementary and Secondary Education Act

No Child Left Behind is an act put into place by the executive branch of the government by then president George H.W. Bush. The idea behind No Child Left Behind is to reform education and raise the standards for schools that are not performing at their nest. The No Child Left behind (NCLB) Act has affected schools across the United States in many different ways and in many different areas. I don’t think it is right that most of the kids are getting more percentages but there still not rising up on the scores. On the state tests you have to pass the math and reading that has something to do with No Child Left behind. At the school districts you have to have policies, but most of the time states and sometimes districts credit them. Students that

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

In what follows I first provide a history and explanation of the NCLB act. As well as the thinking behind this piece of legislation. Then, I show how the NCLB’s rules and standardized testing are destructive to teaching. Finally, I argue how the act is leading to the overall downfall of our educational system.