No Child Left Behind ( Nclb )

The NCLB was structured to place the responsibility of our children on the shoulders of each state individually. In addition, it is also beneficial to parents and students who are living in impoverished communities with little to no resources available resulting in low performing test scores. The NCLB also states that local educational agencies now have federal education funding in their disposal.

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

NCLB is a federal law that mandates a number of programs aimed at improving U.S. education in elementary, middle and high schools by increasing accountability standards. In 2002 there was a revision that, states must test more often to close the gap between minority students and those with disabilities.

In 2002, the No Child Left Behind act, was made into a law by President Bush. The Act required states to develop assessments in basic skills, and to turn these assessments over to the government to receive funding for their school. This law implemented standardized test that all students needed to take. Many teachers felt that their teaching ability was being based off these test scores. Teachers should not be evaluated on their students performance on exams.

Not only every student has to meet up to standards but teachers too must meet up to certain standards. With the NCLB initiative all teachers within the country should meet the highly qualified standards. Now the question is what kind of teachers does this highly qualified standard apply to? The answer is any elementary or secondary teacher who teaches a core academic subject. (Toolkit, 2003) The must haves for a qualified teacher are a bachelor’s degree, a full state certification, and demonstrated competency as defined by the state. Grants play a very intricate part in assisting teachers to become or stay highly qualified. NCLB provides funds to states and school districts to provide a wide variety of activities aimed at improving teacher quality. Annual report cards would be issued for states reporting if the teachers of met the qualifications. The report cards would be distributed to

Nevertheless, the Bush administration reviewed the educational reform policies and set to make changes quickly. Therefore, in 2001 the administration passed the No Child Left Behind Act of 2001 (NCLB). NCLB

Perhaps the most controversial law enacted by President George W. Bush is the No Child Left behind Act of 2001 (NCLB). This is a landmark educational reform designed to improve student achievement and drastically change the culture of American’s schools. In fact, President Bush describes the law as the “cornerstone of his administration.” Because children are our future, President Bush wanted to ensure our neediest children were not left behind. This paper will discuss pros, cons, and impact on students, teachers, and parents of NCLB. www.ed.gov

George W Bush was the singing president for the No Child Left Behind Act in the early 2000s. The No Child Left Behind (NCLB) basically holds the school responsible for the academic progress of all students. Laws state “states must test students in reading and math in grades 3 through 11th (Klein). Each induvial state can choose regulations and to decide what test they should use. In 2005 states did not reach 100 percent of the

Bush also signed the ‘No Child Left Behind Act’ which authorises the Elementary and Secondary Education Act and supporting standards-based education reform.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. NCLB supports standards-based education reform based on the premise that setting high standards and establishing measurable goals can improve individual outcomes in

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.

* Teacher Qualifications: By the end of the 2005-06 school year, every teacher in core content areas working in a public school had to be "highly qualified" in each subject he or she taught. Under the law, "highly qualified" generally meant that a teacher was certified and demonstrably proficient in his or her subject matter. Beginning with the 2002-03 school year, all new teachers hired with federal Title I money had to be "highly qualified." By the end of the 2005-06 school year, all school paraprofessionals hired with Title I money must have completed

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.

Susan Ohanian, in her introduction to an article by Cook (2004), points out that compliance with NCLB necessitates the expenditure of a great deal of time, energy, and money. In an article published by FairTest, an organization that is opposed to NCLB, it is claimed that the legislation fails to address the real problems that schools face and it is overly focused on being “punitive” against schools that fail to rise above INOI status (FairTest, 2004, n. p.). Karen (2005) notes that NCLB has thus far been characterized by “inadequate funding, a poor understanding of the nature of educational and social inequality, and an even worse implementation plan” (p.

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

and to demonstrate content knowledge in the subjects they teach. Proficient and effective teachers, not only know the subject matter in which they teach they have strategies to reach all types of learners in their classroom. These qualified individuals have mastered the skills that they need to be a certification teacher. The law, however, must maintain and establish the governing body that establishes and makes sure that school districts employ only qualified individuals. The importance of state and local control of education is crucial and provides the opportunity for each state to develop their own definition of what qualifications are needed by individuals in order to be considered “highly qualified”. This definition must be reliable with NCLB as well as with the unique needs of the state. The state law requires public school elementary and secondary teachers to meet their state’s definition of highly qualified in the core academic subjects they teach.