No Child-Left Behind Act

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

The No Child Left Behind act emerged as a result of a massive increase in the costs of schools, while failing to show an improvement in their students performances. (Paterson 32) Since these standardized test have been in effect teachers have been judged off them. The problem is that

The No child left behind act has been a big issues ever since its establishment in 2009 by President George Bush. There has been cry by some parents for the law to be repeal because they feel it is creating more problem for the educational system. However, critical analysis of the situation of the students grades by comparing the period before and after the establishment of No child left behind will show that the law has brought tremendous improvement in our education and need to stay.

The purpose of this paper is to address the Every Student Succeeds Act (ESSA) which was signed into law by President Barack Obama in December 10, 2015. The paper will also address the No Child Left Behind Act (NCLB) which was signed into law by President George W. Bush in 2002. The paper will talk about some of the key components of ESSA in comparison with NCLB and identify some possible strengths and weaknesses in ESSA’s new approach.

Control of the public education system has been left to the State for most of the country’s history, it was not until the 1950’s that the federal government played a role in categorical programs, but the national government refrained from involvement in academics until the 90’s. Three days after taking up his position in office, George Bush announced his plan for the No Child Left Behind act (NCLB) which was a consolidated reform of the 1962 Elementary and Secondary Education Act or ESEA (McGuinn, p. 1). ESEA focused on providing resources for the underprivileged students, whereas the NCLB act focuses on all students in public schools. On January 8, 2002, the No Child Left Behind act was enacted. The

Since most schools disagreed with some of the No Child Left Behind Act their teachers had to teach by the Common Core (The Economist). By the schools disagreeing with parts of the No Child Left Behind Act teachers had to teach their classrooms in a different way to still improve their student scores. Teachers were use to teaching their class their own way and which best helps the children by them going against the act they were introduced to a new guideline for teaching. Teachers are evaluated by how their students do on standardized testing because of the No Child Left Behind Act (The Journal of Economist). The teachers are given the responsibility to make sure that the student scores improve since that is the goal of the No Child Left Behind Act. This is an important factor in the No Child Left Behind Act because they are the ones teaching the children and helping the schools close the achievement gap between students. Teachers are given the most responsibility and are judged the hardest by to the No Child Left Behind Act. As a result of this act teachers have to follow a new guideline of teaching and they are judged on their performance by the scores of their

would like to start my essay with the following excerpt from the No Child Left Behind Act: "Because fewer than 35 percent of fourth graders are proficient readers, No Child Left Behind requires schools to use research-based reading programs: A primary focus of this law is the requirement that school districts and individual schools use effective research-based reading remediation programs so all children are reading at grade level by the end of third grade. The law authorizes funds 'to provide assistance to State educational agencies and local educational agencies in establishing reading programs for students in kindergarten through grade 3 that are based on scientifically based reading research, to ensure that every student can read at grade level or above no later than the end of grade 3. ' (20 U.S.C.§ 6361)" (page 73, Wrightslaw: 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 also has a very narrow focus on curriculum. The act focuses on just math and reading scores. This could have an undemocratic effect on a large generation of students in poorly performing schools. Schools would have take away much of the broad education in order to elevate scores on just two subject areas. Students in wealthy schools with good test scores will continue to learn a full range of subjects including art, social studies and science, while the students who scored poorly on the tests, will be receiving education in only two subject areas. It is not right to put two subjects as the top priority. This means that not all students will get a complete education. This concern with literacy and math skills divides education into two groups. One group is forced to learn basic skills and the other group gets the more complete education. The goal of raising the performance level of all students is an honorable idea, but the change in performance should be in all subject areas not just math and reading.

The No Child Left Behind Act was put into place to make equilibrium of education amongst all students. When in context, its provision seems to work against the goals of students with disabilities. On January 8, 2002, the No Child Left Behind Act was signed into law by President George Bush. No Child Left Behind legislation was established to improve the educational achievement of all students, including those with disabilities (Keys & others, 2008; Turnbull, Huerta, & Stowe, 2009). President George Bush said “Some say it is unfair to hold disadvantage children to rigorous standards” (Wrightslaw, 2002). I say it is discrimination to require anything less. It is the soft “bigotry” of low expectations. I am one of some that believe

On January 8th, 2002, a bill , No Child Left Behind ,was signed by George W.Bush; His intentions with No Child Left Behind was to transform the education system. Unfortunately, the bill did the opposite of transformation. The bill created an imagination for students and parents that he/she was safe from failing when in the real world, that was far from what the bill actually was doing. If a student does not actually understand the level of material given, why move him or her up anyways unprepared for information added on to the old information that was not fully understood? Although some research have concluded that No Child Left Behind act has accomplished positive progression, there is much stronger evidence to the contrary that No

The No Child Left Behind Act has an enormous impact on children and their families. Major impacts concerning families are standardized testing, transfer options and delivery of supplemental services. Concerns have risen questioning how beneficial are standardized tests. According to Michele Brooks, “many parents believe that testing is necessary to determine whether students have mastered the skills at grade level, while other parents fear that dependency on test results does not provide a full picture of student and school performance, and encourages "teaching to the test" instead of high quality instruction. The high stakes nature of testing in many states has also raised concerns among parents and education activists around the increase

The purpose of standardized testing is to help guide the teachers teach students the basics of what they need to know in order to move ahead in school. These tests are standard for core classes in any grade but differ from state to state. For Virginia it’s SOLs (standards of learning) in Arizona it’s AIMS (Arizona’s instrument to measure standards), although the name differs the purpose it the same in all states. These tests are to measure how much the students have learned throughout the year. To help improve the results from these tests, the no child left behind act was created in 2001. The bill does this by making the states and schools more accountable for the student’s progression. It improves the academic achievements for

Imagine failing a test that alters the decisions made pertaining the future. Standardized tests are failing many schools that are serving disadvantaged children based on their knowledge on a test that is created in order to put upon higher standards for students. The No Child Left Behind Act is a law that had been signed by George W. Bush in pursuance to designate all public school students to perform standardized tests. The law had been signed in 2002 although, standardized testing had been popular and have been moving forward way before that time. Standardized testing has become very common in the United States. These tests had been set up in order to try to measure how much knowledge a student carries. Tests like STAR in California and SAT’s all over America, are forms of standardized tests that take place today. Standardized tests are not capable of measuring the ability accurately because standardized tests are measuring teachers as well as schools in an unfair manner, they are not determining consistency to keep doing well, or expressing the work ethics of the student.

In the article titled, "Standardized Testing Hits a Nerve,"  it further explains that this act demands that states assess their students at certain grade levels and in specific subjects to determine the performance of their schools. Critics of the act state that it places too much pressure on teachers and creates more unnecessary stress for the students. On the other hand, supporters agree that the Act creates a solid accountability system for our schools in the United States. The No Child Left Behind Act is a significant change in our education system due to the sweeping changes it made to nearly all schools across the entire country.