No Child Left Behind Act

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.

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

First, what is the achievement gap? According to the achievement gap in education refers to systematic variances in the ability to learn between students from majority populations and students from minority populations. The most significant effort made by the federal government to improve the nation 's schools and student learning is the 2002 reauthorization of the Elementary and Secondary Education Act (ESEA). The ESEA was largely designed to address the achievement gap in multicultural education. However, improvement in the academic performances of poor and minority students has been slow over the last forty years.

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.

When assessing educational legislation and whether it is good or bad law can be muddled by the fact that some part of the law is good versus some being bad. Also, the passing of time can change the viewpoint of such legislation. For instance, the No Child Left Behind Act (NCLB) was largely accepted as a good piece of legislation when the law was enacted, but with the passing of time, we have seen that the NCLB has its problems. The lack of truly funding the legislation, coupled with the fact that standardized testing given to each student, regardless of disability or English as a second language (ESL) status causes issues within some areas of the education system. Even so, there are still parts of the NCLB that are good for education as a

How could the idea of No Child Left Behind Act and standardized testing become such a terrible problem, that it has led to a generation of students that are not properly educated and prepared for college and the “Real World”? My Working thesis is that standardized testing should be removed from the school system because it is not testing what children know but teaching them how to test.

“Pushing Back Against High Stakes for Students with Disabilities” is an article that focuses on the shortcomings of certain assessments such as the testing required by the No Child Left Behind (NCLB) that is unfair for children with learning disabilities. The author brings to bear that unfair testing is frustrating for the children and has no value-add for their education. She continues by touting the fact that teachers cannot slow down and give extra time for topics that are difficult for the students but must move on due to the time constraints of the school year and policies of the school systems. The author calls for resistance to the mandated testing and demand a change to the system that is frustrating the education of children with learning disabilities but does not provide viable alternatives or methods to achieve them.

Under the most current statewide mandates of the No Child Left behind Act (NCLBA) (Bush, 2001) educators in the public school system must raise the bar for teaching. This means teaching classroom lessons to effectively educate all styles of learning and bringing students to proficient levels of being educated. Schools are expected to meet these challenges by hiring qualified teachers who are well trained and educated to instruct daily assignments for students. In March of 2010, the Obama Administration sent to Congress a reform amendment of the public schools, NCLBA, to help close some achievement gaps. President Obama has called on Congress to fix the laws to benefit and prepare all students for college or career readiness.

Ever since the establishment of modern schooling in 1911, experts have debated on the best ways to educate a child. Whether it be through teacher lectures, group discussions, or individual study, the importance of educational methods cannot be understated. Yet, contrary to our emphasis on education, the United States is ranked 35th in mathematics and 27th in science out the of the 64 countries examined by a Pew Research study in 2015. George Bush tried to counteract this historical trend in 2001 with the “No Child Left Behind Act”, which paved the way for the establishment of Common Core State Standards throughout the country. These standards aim to improve education through “common” assessments and

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

In the Federal government’s role in education, I think it can be seen in the “No Child Left Behind Act” that the Federal Government has set down certain educational guidelines for the states to follow. These guidelines should provide the Federal government from the states with information such as student achievements, performance by school districts; test performed by students in grades 3 through 8, and ensures that teachers meet minimum qualifications for teaching, to get federal funding from the Federal government.

Education comes in many forms it is not about the policies. Education should be about the people who are willing to teach and change the future of tomorrow. The No Child Left Behind Act (NCLB) is to make sure that no kids are left behind in what they learn. Schools should be penalized for retaining the students; however they do not because the school just to pass the kids so they do not get in trouble. Education falls under three perspectives in the book; however having a student left behind can cause many conflicts. Also, there are many resources and strategies on how to avoid situations like retaining a student.

Q: What understanding do you have of No Child Left Behind and the Every Student Succeeds Act?

No Child Left behind Act was the brainchild of President George W. Bush administration. The No Child Left behind legislation was signed into law on January 8, 2002. The act compels public schools receiving federal funding to carry out statewide standardized tests annually to all the students (Williams, McClellan, & Rivlin, 2010). Students have to take same test under same conditions. This essay seeks to enumerate ways in which the No Child Left Behind Act of 2001 impact public schools.

In the case of No Child Left Behind (NCLB), is politics the enemy of problem solving? By examining selected political controversies surrounding NCLB, it will be demonstrated that politics is the enemy. Since NCLB’s enactment, vast amounts of research literature and news stories have been published on its effects, which demonstrates the impact and debate generated by this law. The major goals of this bipartisan legislation were to improve student performance through standardized testing by using data from annual test scores to measure each students’ and schools’ progress; to close the achievement gap between disadvantaged students and their better-off counterparts; and to hold teachers and schools accountable. All these actions were to