Has the No Child Left Behind Act of 2001 Been Successful?

The No Child Left Behind Act (NCLB) of 2001 was put into place to provide extra money for children who do not have money while trading their knowledge using their test scores. The NCLB Act says that students are to be given yearly tests along with yearly report cards to track how well they are doing in school, in doing so, school is not about fun and socializing but now it is all business. These tests not only do not help the students learn but puts a load of stress on their shoulders, alongside that the tests have no purpose other than grading how well a students is able to retain information.

With the NCLB’s focused emphasis on English and math standards, other educational areas such as the arts and sciences have been overlooked. The No Child Left Behind Act also focuses on bringing the lower scores up and not helping in raising the scores of those students who are already at higher levels leaving these higher achieving students behind in a push for equality. Although test scores have risen and the achievement gap between minority and white students has decreased, the No Child Left Behind Act has damaged the United States educational system by not addressing the needs of all students, forcing curricula to exclude arts, civics, foreign language and sciences, and emphasizing testing and not learning. It is time for a change.

If the schools didn’t make AYP for three years in a row, they had to provide free tutoring and supplemental educational service. Everyone involved felt that the NCLB had unsolved issues. (Randolph & Wilson-Younger, 2012). There are teachers that argue that the testing is not fair with the children that are under the Individuals with Disabilities Education Act (IDEA). Children with individualized education plans are being forced to take standardized test on their grade level and the teachers argue that the tests might be way above where these children are academically. This also includes the children who have English as their second language because they are struggling when they are taking the standardized tests. Additionally, Choi, (Aug. 2012) describes how many schools struggle to meet the Adequate Yearly Progress (AYP) under the Act called No Child Left Behind (NCLB). Pressures on the schools to meet the AYP can affect how each school does their testing and teaching policies. While states have been silent, the question has been whether states have a responsibility to intervene.

Bush’s No Child Left Behind (NCLB) federal policy. Both Clinton and Bush administrations regulated freedom of choice within their educational policies. Clinton’s Goals 2000 increased standards for student scores within core subjects. Legislation targeting Title I, required States and school districts to “turn-around” low-performing schools, and in 1993, public charter schools increased to over 2, 000 (www.clinton5.nara.gov). Bush’s No Child Left Behind’s structure demanded high-stakes testing and created provision for privatization of public education, as well as “school choice .” No Child Left Behind not only increased the Clinton’s strong accountability disposition, but it also superimposed a new set of accountability rules that would adversely affect public schools (Porter, Linn, & Trimble, 2005). One significant requirement of NCLB is that each state must adopt challenging academic content standards and challenging student achievement standards. Additionally, states must establish Adequate Yearly Progress (AYP) goals for each year from 2002 to 2014—that would culminate in the 2014 goal that all American students would be at or above the proficient student academic achievement standard (P.L. 107–110, 2001). When local educational agencies (LEA) failed to meet their state’s AYP goals, in addition to other criteria, they [LEA] faced the inevitability of losing their accredited status and eventually face school

In 2002, the No Child Left Behind act was passed, a government program that required states to regularly give out state-run tests. Children are put through many of these each year. After the law was passed, the United States fell from eighteenth to thirty-first place in the math section of the PISA (CON Standardized Tests). The No Child Left Behind act created a

No Child Left Behind (hereafter NCLB) was one of the largest and most comprehensive reauthorizations of the 1965 Elementary and Secondary Education Act, created to “to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education.” That this legislation was monumentally important for the American education system, few researchers would dare to disagree — but this is where most agreement ends. Over 70,000 articles have been written on this legislation and it is easy to drown in the myriad of researched opinions on its successes and failures; there are almost as many opinions as there are articles on this topic.

The No Child Left Behind Act of 2001 (NCLB) is a United States Act of Congress that is a reauthorization of the Elementary and Secondary Education Act, which included Title I, the government 's flagship aid program for disadvantaged students. No Child Left behind was enacted with the intent to become a government aid program for disadvantaged students, and eventually raise the general education standards for the United States. This act was created with the idea to “close the achievement gap with accountability, flexibility, and choice, so that no child is left behind” (ESEA) to put most simply. The act serves to only require certain basic skills, but does not have any national achievement standards, as it is decided on by each individual state. The bill was signed into effect by George W. Bush in January of 2002. Many people, opposers and supporters alike, argue that it is a "one-size-fits-all" approach to education and teaching that puts too much emphasis on testing and doesn 't fund schools properly, making it nearly impossible to achieve success. The law was initially designed to introduce national standards to a system in which students in some demographic groups were more likely to succeed and others likely to be left behind. But it allows states to determine how success is measured, which could be the source of its downfall.

The No Child Left Behind Act (NCLB) was authorized by and signed into law in 2002. NCLB was a reauthorization of the Elementary and Secondary Education Act (ESEA) of 1965. NCLB was meant to hold schools to higher standards, enforce accountability, and close achievement gaps that had existed in education since ESEA was enacted. Nevertheless, the rigorous standards and goals set forth under NCLB were never attained. ESEA Flexibility could be attained from the U.S. Department of Education starting in 2012. The accountability plans states were allowed to develop under their ESEA Flexibility replaced Adequate Yearly Progress or AYP that was established under No Child Left Behind.

The No Child Left Behind Act was the biggest educational step taken by president Bush and his administration. Its main goal included the increase of achievement in education and completely eliminate the gap between different racial and ethnic groups. Its strategies had a major focus on uplifting test scores in schools, hiring “highly qualified teachers” and deliver choices in education. Unluckily, the excessive demands of the law have not succeeded in achieving the goals that were set, and have caused multiple opposing consequences. These unintended consequences affect students negatively which are who the law is most intended in helping. These consequences include a high focus on the low‐level skills which are reflected on high stakes tests; bad assessment of students who have English as a second language and students with special needs; and compelling incentives to eliminate students who score very low from school, so the test scores are achieved to their full potential and their goal (Darling‐Hammond, 2007).

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 No Child Left Behind Act (NCLB), which was passed Congress with overwhelming support in 2001 and was signed into law by President George W. Bush on Jan. 8, 2002, is the name for the most recent update to the Elementary and Secondary Education Act of 1965. 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. It put a special focus on ensuring that states and schools boost the performance of certain groups of students, such as English language students, students in special education, and poor and minority children, whose achievement, on average, fell below their peers. States did not have to comply with the new requirements, but if they didn’t, they risked losing federal Title I money.

The "No Child Left Behind Act" (Public Law 107-110, 115), is a Congressional Act signed into law by George W. Bush in January 2002. The Bill was a bi-partisan initiative, supported by Senator Edward Kennedy, and authorized a number of federal programs designed to improve standards for educational accountability across all States, districts, and increase the focus on reading. Much of the NCLB focus is based on the view that American students are falling behind in educational basis when scored are compared globally. The Act does not establish a national achievement standard; each State must confirm its own set of standards, but in order to receive funding, the States must meet a basic criterion of performance (Abernathy, 2007).

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 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

The No Child Left Behind act was signed and put into place by President George W. Bush in 2002. The act was passed in order to replace the Elementary and Secondary Act (ESEA), put into place by President Lyndon B. Johnson in 1965, as part of his Great Society Program. The ESEA helped to cover the cost of educating disadvantaged students, while expanding the federal role in education. (Education Week 2015) The idea of the NCLB act, much like ESEA, was to help reform the educational system in both elementary and secondary school systems. The NCLB act was very ambitious, and brings up issues on improving the academic achievement of the disadvantaged, training high-quality teachers, language instruction for limited English proficient students, 21st-century schools, and enforcing technology. (U.S. Department of Education, 2010) One of the biggest factors of this bill was the idea of closing the gap between advantaged and disadvantaged students. Bush felt that this could be done by using standardized tests to measure how students were doing, and to see how well the teachers are doing. These tests were then used to identify which school systems were not performing