Purpose Of The No Child Left Behind Act

The (No Child Left Behind Act of 2001), closing achievement gaps among various student groups became a primary focus for the federal education accountability. schools and districts were required to separate student test scores and performance data by student characteristics in order to better understand and make comparisons between the ethnic groups. This created better awareness of racial disparities, and an ever bigger concern about other

The education system is deeply flawed. It does not fight social injustice, but rather exacerbates the issue. The majority of people in the U.S are blind to the fact that there are still inequities within the education system, much less everyday life. A system based on standardized test scores inadvertently oppresses poor people. The Governments ' decision to judge a schools ' success by its test scores evidently created a faucet of running water for systematic oppression. The flowing water of oppression floods poor schools; drowning students with dreams, and giving no mercy. The only ones safe from the water are the privileged, who are oblivious to the fact that it exists.

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

Throughout the history of education, several “fads” have made their way in and out of the schools. From whole language to phonics to No Child Left Behind, educators have modified their practices to fit with new curriculum and government mandates. Many teachers describe the Common Core State Standards (CCSS) as “just another fad.” However, I believe that this is not the case.

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.

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

The No Child Left Behind Act, which passed Congress with overpowering bipartisan backing in 2001 and was signed into law by President George W. Bush on Jan. 8, 2002, is the name for the latest redesign to the Elementary and Secondary Act of 1965. The NCLB law which was implemented out of worry that the American educational system was no more globally focused, significantly expanded the government's role in holding schools accountable for the educational achievement of all children. Furthermore, it put an exceptional spotlight on guaranteeing that states and schools help specific groups of children to be academically successful, for instance, English-language learners, Students with Disabilities (SWD), and socioeconomically challenged students, whose academic

The No Child Left Behind Act is designed to raise the achievement levels of subgroups of students such as African Americans, Latinos, low-income students, and special education students to a state-determined level of proficiency. However, since its introduction in 2001, it has received a lot of criticism. Some argue the ulterior motives of the Act while others commend its innovation and timing. With the Bush administration coming to an end, it is difficult to determine what will happen to the Act or how effective it will continue to be. Hopefully future lawmakers will be able to evaluate the pros and cons of the Act and the impact it will have on our youth.

The United States Constitution is silent on the role of the federal government in public education. Thus, each state and locality has assumed the responsibility of educating their children. The role of the federal government is largely to support the states in this extremely important endeavor, as long as each state does their job effectively. Several events, such as Sputnik and the A Nation at Risk report, have led to the federal government increasing their role in public education. The disparity in the quality of education among states and deficiencies in equitable learning among sub groups has amplified the involvement of the United States government in public education. This trend reached its ' climax with the implementation of the No Child Left Behind (NCLB) Act of 2001. Over a decade has passed since the full implementation of this landmark legislation and many involved in education and pondering the true success of the program. Has the NCLB agenda improved the quality of learning in America or created a culture of failure that is hindering the efforts of educators?

The No Child Left Behind Act of 2001, signed into law by President Bush on Jan. 8, 2002, was a reauthorization of the Elementary and Secondary Education Act, the central federal law in pre-collegiate education. The ESEA, first enacted in 1965 and previously reauthorized in 1994, encompasses Title I, the federal government's flagship aid program for disadvantaged students.

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)

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