Functionalism, Conflict, and Interactionism

3181 Words13 Pages
The “No Child Left Behind” Act
The Effects of “No Child Left Behind” on Special Education and General Education Collaboration & Outcomes: A Qualitative Study

The “No Child Left Behind” Act

The Effects of “No Child Left Behind” on Special Education and General Education Collaboration & Outcomes: A Qualitative Study

Introduction
The primary aim of this research paper will be to determine how NCLB program impacts special education students, general collaboration and educational outcomes. NCLB was introduced by the Bush Administration in 2001 with the intent of improving the performance of sub groups and special populations in educational institutions across the nation. It is a revision of the Elementary and Secondary Education Act,
…show more content…
There is however a large body of research available with regard to the controversy that currently exists surrounding the act and the impact it may have on educators and school administrative programs as a whole.

The primary reason the researcher has proposed investigating this topic is to test the notion that NCLB unfairly impacts sub-groups including special education. This despite the fact that the act was originally developed to help sub groups and special education students achieve the same or similar proficiency as their peers. During the researchers discourse and meetings with educational administrators, information revealed that the general education staff at many facilities seems to believe the job of fixing the NCLB deficiencies provided there are any rests on the hands of special Education departments and teachers. This idea need be explored, thus this research paper is being proposed. In addition, there is a great deal of debate that currently exists regarding standardized testing and the fairness of such testing relative to special Ed students. Again a gap currently exists in the literature regarding this aspect of NCLB, thus further exploration is required.

Research Questions
Among the objectives of this paper include examining how NCLB, annual yearly progress and standardized testing statistics pertain to special education students. In addition the
Get Access