Outcome Based Education Theory Paper

(Leon-Guerrero, 2014) Education reform scholars argue that racial segregation, funding, inequity and educational inequality go hand in hand. In the 1990s courts began to examine whether the achievement gap between minorities’ and whites was a vestige also known as the former segregated school system. (Leon-Guerrero, 2014) Today education analyst contributes this to the achievement gap. Although state courts have held that the quality of education should be fair, the struggle to close the achievement gap still continues. For instance, children coming from a household making over $90,000 have a better chance graduating from college by the age of twenty-four. (Leon-Guerrero, 2014) Children coming from families making less than $35,000 have a one in seventeen chance from graduating from college. (Leon-Guerrero, 2014) The No Child left behind Act (NCLB), was intended to be the revalidation of the ESEA in 2001. (Leon-Guerrero, 2014) The purpose of the NCLB was to close the achievement gap within the races, but ended up failing to drive the educational improvement where it was needed most. (Leon-Guerrero, 2014) The NCLB mandated higher scores, but failed to provide low-income schools with resources to make the achievement possible. (Leon-Guerrero, 2014) As a result wealthier

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

Since the No Child Left Behind Act, also known as NCLB, has come into effect, it has caused some concerns with teachers and parents alike on how well it is working for the students. There have been issues that have arisen that needed to be addressed and instead been overlooked when a child does not meet with the school’s standardized testing and is pushed onto the next grade level.

“Unintended Educational and Social Consequences of the No Child Left Behind Act” Journal of Gender, Race and Justice, no. 2, Winter 2009, pp. 311. EBSCOhost. In this peer-reviewed academic journal article, Liz Hollingworth, an associate professor in the College of Education at the University of Iowa, explores the history of school reform in the United States, and the unintended consequences of No Child Left Behind (NCLB). Hollingworth states that the great promise of NCLB is that schools will focus on the education of low-achieving students, reducing the gap in student academic achievement between White students and African-American, Hispanic, and Native American student populations. Hollingworth states that an unintended consequence of NCLB was that teachers and school administrators had to shift curriculum focus in an effort to raise test scores, but in some cases, they had to also abandoned thoughtful, research-based classroom practices in exchange for test preparation. NCLB also affected teachers, highly qualified teachers left high-poverty schools, with low performance rates especially those schools where teacher salaries are tied to student academic performance. Hollingworth concludes her article by stating “we need to be wary of policy innovations that amount to simply rearranging the deck chairs on the

The American public educational system is filled with an assortment of problems. Most students are graduating with less knowledge and capability than similar students in other industrialized countries. Classroom disruptions are surprisingly common, and in some classrooms, nearly continuous. The public education system is having difficulty adjusting to the no child left behind act. The No Child Left Behind(NCLB) is a landmark in education reform designed to improve student achievement and change the culture of American’s schools.

Bush’s No Child Left Behind (NCLB) federal policy. Both Clinton and Bush administrations regulated freedom of choice within their educational policies. Clinton’s Goals 2000 increased standards for student scores within core subjects. Legislation targeting Title I, required States and school districts to “turn-around” low-performing schools, and in 1993, public charter schools increased to over 2, 000 (www.clinton5.nara.gov). Bush’s No Child Left Behind’s structure demanded high-stakes testing and created provision for privatization of public education, as well as “school choice .” No Child Left Behind not only increased the Clinton’s strong accountability disposition, but it also superimposed a new set of accountability rules that would adversely affect public schools (Porter, Linn, & Trimble, 2005). One significant requirement of NCLB is that each state must adopt challenging academic content standards and challenging student achievement standards. Additionally, states must establish Adequate Yearly Progress (AYP) goals for each year from 2002 to 2014—that would culminate in the 2014 goal that all American students would be at or above the proficient student academic achievement standard (P.L. 107–110, 2001). When local educational agencies (LEA) failed to meet their state’s AYP goals, in addition to other criteria, they [LEA] faced the inevitability of losing their accredited status and eventually face school

The No Child left Behind Act was intended to close the achievement gap in elementary and secondary schools by allowing each and every student the opportunity to have the best education possible. This law was signed by George W. Bush in 2001 who described it as a law that will, “Ensure that all children have a fair, equal and significant opportunity to obtain a high quality education”(Neill 2). The No Child Left Behind Act was only intended to help the students, but it is clear, not only to teachers, parents, and professionals, that it is time for a reauthorized law; One that each and every student can benefit from. The achievement gap in America’s school systems still exists. For the sake of America’s future, the school system must make a change now or the future of this country will suffer.

The NCLB Act has become the largest intervention by the federal government. This act promises to improve student learning and to close the achievement gap between the white students and students of color. The law is aimed at having standardized test to measure student performance and quality of teacher. The Standardized exams are fully focused on reading and mathematics. This law characterizes an unequalled extension of the federal role into the realm of local educational accountability. High school graduation rates are also a requirement as an indicator of performance at secondary level. In low performing schools they get punished by receiving less funds and students have the choice to move to high performing school. The quality of our

As part of the 2009 Recovery and Reinvestment Act, the Obama Administration secured $4.35 billion to encourage state-led education reforms known as the Blueprint for Reform. The Blueprint for Reform was a proposal to change the Elementary and Secondary Education Act, which was first established in 1965 (Rochefort and Donnelly, 2011, p4). In 2002, President George W. Bush‘s made changes to the Act by introducing his education reform plan, No Child Left Behind (NCLB). Obama‘s Blueprint for Reform proposal involves changing NCLB as well as encourage the adoption of college and career-ready student education standards (Rochefort and Donnelly, 2011, p4). One of the educational programs of the Blueprint of Reform is the Race to the Top program.

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

Summary: The 1983 report, A Nation at Risk, issued by the National Commission on Excellence in Education and the Goals 2000 report of 1991 by the National Governors Association created calls for education reform in the United States. They resulted in stricter standards for teaching certification, changes in standardized testing, and a raise in teachers salaries especially in the South. President Bush passed the No Child Left Behind Act in 2002 to also try to boost education performance especially for racial minorities and urban centers. NCLB required schools to give mandatory tests to determine student aptitude in core subject courses. Schools are rated according to the Adequate Yearly Progress scale which determines how much a school's testing

It has been over a decade since the No Child Left Behind Act of 2001 (NCLB) was enacted on January 2, 2002. The long title of NCLB says it is “An act to close the achievement gap with accountability, flexibility, and choice, so that no child is left behind.” Although NCLB was created with this in mind, research shows that it has actually managed to widen the educational achievement gap between minorities and their white counterparts. In this paper, my central research question is “What are three factors that have led to the failure of the No Child Left Behind Act among the Hispanic and African American student population?”

No Child Left Behind, one of the biggest social engineering projects of our time, put fifty million students and their three million teachers under pressure ("A Failing Grade for No Child"). On January 8, 2002, President George W Bush’s NCLB Act was signed into law. NCLB is an education reform bill created to narrow the racial achievement gap. Recently, NCLB has made its way back into the news, simply because it has been up for renewal for over four years now and nothing has happened. This is significant because NCLB dictates how students are educated. NCLB has already affected student learning for many years now, and if renewed, it will continue to do so. The NCLB Act has failed in its mission to improve our schools and narrow the racial achievement

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 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.