No Child Left Behind Policy Analysis Essay

2969 WordsNov 10, 200512 Pages
Introduction 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) American attitudes toward the public schools have changed radically in the last 50 years. In the 1940s public opinion polls showed that 87 percent of Americans were…show more content…
Poorer students, however, would have to rely on public funds for transportation. If these funds were not forthcoming, these students would see their choices effectively curtailed. The intended beneficiaries of the policy are students in public schools. In addition, schools, teachers, and communities may improve as a result of these enhanced standards. The success or lack there of, of this policy is defined by the assessments students complete to measure AYP. NCLB sets some new strategic directions to reform American education. The focus of President Bush's education agenda is to shift federal education dollars away from an emphasis on improving schools to an improvement of student performance and a closing of the gap between disadvantaged students and their peers. NCLB is structured to tie funding to accountability and results. All states are now required to set high standards in math and reading and to develop assessments that will measure progress by annually testing of all students in grades 3 through 8 in both math and reading. The National Assessment of Education Progress (NAEP), also known as "the Nation's Report Card," will be used to test a sample of students in each state as a validation of the of the state test results. The law requires that levels of progress toward proficiency must rise incrementally, leading to 100% of the
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