Every Student Succeeds Act (ESSA)

President Obama signed the Every Student Succeeds Act (ESSA) on December 10, 2015. This Act advances the 52-year-old, Elementary and Secondary Education Act (ESEA) that was signed into law by President Lyndon Johnson in an attempt to provide quality education to all students regardless of race or ethnicity, language, disability, or family income. Viewed as a civil rights law, the No Child Left Behind (NCLB) Act further advanced equality in education; yet it’s very cumbersome requirements became untenable for schools and educators. Viewed as a natural progression of two very successful previous acts, the ESSA was designed to provide further equal opportunity for all students. However, Florida passed their required state version that has

According to Klein (2015), NCLB was the result of a coordinated effort between civil rights and business groups, both Democrats and Republicans on Capitol Hill, and the Bush Administration, which tried to advance American competitiveness and close the achievement gap between poor and minority children and their more privileged counterparts. Subsequent to 2002, NCLB has made a huge impact on teaching, learning, and school improvement. It has also become progressively debatable with teachers and the general public.

NCLB reduces effective instruction as well as student learning by causing states to lower achievement goals and teacher motivation. Assertively, I support my argument that students who are disadvantaged or disabled do not reach the same proficiency as other students due to the simple fact that everyone learns differently, has different areas of strengths and weaknesses, and are essentially learning curriculum for a mandated state test that solely measures how well subgroups of children test on generic material based on each

The NCLB Act has become the largest intervention by the federal government. This act promises to improve student learning and to close the achievement gap between the white students and students of color. The law is aimed at having standardized test to measure student performance and quality of teacher. The Standardized exams are fully focused on reading and mathematics. This law characterizes an unequalled extension of the federal role into the realm of local educational accountability. High school graduation rates are also a requirement as an indicator of performance at secondary level. In low performing schools they get punished by receiving less funds and students have the choice to move to high performing school. The quality of our

“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 overarching difference between No Child Left Behind and the Every Student Succeeds Act is the shift of control to the states (Edutopia, 2016). While many of the accountability provisions may appear somewhat similar in regards to essential standards, proficiency assessments and improvements for failing schools, the autonomy has been granted to the states to determine exactly how those provisions should be carried out. Each state is responsible to create the best educational climate based on the demographics of their population and is responsible to hold their schools accountable for student performance. In other words, although there continues to be a federal framework, the states have

The new 2015 federal Every Student Succeeds Act (ESSA) challenges states to draw on lessons from the last 15 years and to refine their accountability systems to provide the right combination of pressure and support for school improvement.

President Obama signed the Every Student Succeeds Act (ESSA) on December 10, 2015 to “reauthorize the Elementary and Secondary Education Act (ESEA), the nation’s education law and longstanding commitment to equal opportunity for all students.” (Every Student Succeeds Act, n.d.) ESSA has nine titles that “retains many of the original provisions of (No Child Left Behind) NCLB.” (Russo, 2016, p. 35) The nine titles in order, are as follows: Title I: Improving Basic Programs Operated by State and Local Educational Agencies, Title II: Preparing, Training, and Recruiting High-Quality Teachers, Principals, or Other School Leaders, Title III: Language Instruction for English Learners and Immigrant Students, Title IV:

On December 10, 2015 President Obama signed Every Student Succeeds Act (ESSA). This act was a replacement for No Child Left Behind (NCLB) Act. NCLB was a representation of the nation’s goals under president George Bush in which all children would be offered support in order to flourish academically. While ESSA has the same groundwork as NCLB Act, the government anticipates greater academic merit. Only time will tell if this will prove true, nevertheless ESSA will significantly change educational approaches in the upcoming years.

N.C.L.B. Making Our Schools A Better Place Willuance Mesalien Nova Southeastern University Abstract Children are gifts from God and as adults it is our responsibility to assure that they are safe. Providing them with a safe and nurturing environment is very important. Since the No Child Left Behind (NCLB) law took effect in 2001, it has had a sweeping impact on U.S. public school classrooms.

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.

The Every Student Succeeds Act is a reauthorization of the “50-year-old Elementary and Secondary Education Act (ESEA)” . The purpose of the Every Student Succeeds Act is to “provide all children significant opportunity to receive a fair, equitable, and high-quality education, and to close educational achievement gaps.” In order to accomplish this purpose, Federal Government requires that the state test students each year in the grades 3 through 8 and at least once in grades 9 through 12, in the subjects of math and reading or language arts. The Federal Government also requires that states test students “not less than one time” in grades 3 through 5, grades 6 through 9, and grades 10 through 12. This form of standardized testing is to

The educational system in the United States has gone through many changes over the last century. These changes are a part of a constant movement toward educational excellence for every child in this nation. One of the most recent acts placed on public school systems by the government is to create more accountability for schools in order to ensure that all children are receiving the proper education. Part of this mandate is that public schools will require students to take tests in order to gather information about their academic achievement. Although educators and administrators claim that the mandatory ability testing programs being initiated in America’s public schools will hold students and teachers accountable for academic

The Every Student Succeeds Act (ESSA) was enacted into law on December 10, 2015 by former President Barack Obama. This law replaced the No Child Left Behind Act of 2001 that President George W. Bush passed into law during his presidency. The No Child Left Behind Act (NCLB) replaced the Elementary and Secondary Education Act of 1965 which was passed by Lyndon Johnson. The ESSA “reauthorizes the 50-year-old Elementary and Secondary Education Act (ESEA), the nation’s national education law and longstanding commitment to equal opportunity for all students” (Department of Education, 2016).

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