Essay on Positives of the Law

These gains have resulted in extra funding, enhanced teacher training and even tutoring. Bush was quoted as saying, “The era of low expectations and low standards is ending; a time of great hopes and proven results is arriving and together we are keeping a pledge: every child in America will learn, and no child will be left behind….” (Bush, par. 5). President Bush has placed great enhances on testing. It is believed that frequent testing in the classroom can be used as a guide to help individual schools build academically. Also, each school would receive a grade for its achievement level and be required to post it for the public to see. The bill insists on higher standards and higher achievement levels for all school. It joins the teachers, principles and education chiefs together in the fight for high education. It encourages great value and instills hope for our country.

In schools that do not meet state standards for at least two consecutive years, parents may transfer their children to a better-performing public school, including a public charter school, within their district. The district must provide transportation, using Title I funds if necessary. Students from low-income families in schools that fail to meet state standards for at least three years are eligible to receive supplemental educational services, including tutoring, after-school services, and summer school. Also, students who attend a persistently dangerous school or are the victim of a violent crime while in their school have the option to attend a safe school within their district.

In 1965, Lyndon B Johnson signed the Elementary and Secondary Education Act in an attempt to achieve more equity among minority groups within the education system. Along with the numerous attempts to close the achievement gap came America’s first federally funded state assessments, created with the intention of holding the nation’s schools accountable for providing a quality education for every student. This legislation was revisited in 2001 by the Bush administration with the No Child Left Behind Act, which saw the achievement gap that still existed among ethnic minority groups, but also recognised a prominent gap within poverty- stricken communities. With this came state tests that were more difficult and more frequent in an attempt to further

A never-ending issue has loomed over the head of our nation-- education. According to the Institute of Education Sciences, 63.7% of American students are below proficient in reading and 65.7% in math. In order to improve educational standards and increase student achievement, Congress passed the No Child Left Behind Act (also known as the Elementary and Secondary Education Act) in 2002. Designed to increase the role of the federal government in education, it holds schools accountable based on how students perform on standardized tests. Statistics show that the average student completes about 110-115 mandatory, standardized tests between pre-kindergarten and end of twelfth grade (an average of eight tests per year). Standardized testing utilizes

During President Bush’s term, government became aware that American schooling needed major improvement. There was a need of a law which would improve the system while using scores to evaluate students as well as their teachers. "The fundamental principle of this bill is that every child can learn, we expect every child to learn, and you must show us whether or not every child is learning," (Secretary, 2002) President George W. Bush said on Jan. 8, 2002, signing ceremony of No Child Left Behind Act. However, this one size fits all approach revealed not be resourceful. "The goals of No Child Left Behind, the predecessor of this law, were the right ones: High standards. Accountability. Closing the achievement gap, but in practice, it often fell short. It didn 't always consider the specific needs of each community. It led to too much testing during classroom time. It often forced schools and school districts into

Public school funding is unfair and unequal in most states. However, more concerning is out of the 49 million children in public schools, students living in poverty are affected the most. There are wide disparities in the amount spent on public education across the country, from a high of $18,507 per pupil in New York, to a low of $6,369 in Idaho (Baker, Sciarra, & Farrie, 2015). The question that all stakeholders should be asking is school funding fair?

The No Child Left Behind Act (NCLB) is just an extension of the ESEA of 1965. NCLB was passed by the House of Representatives and Senate almost unanimously and signed into effect January 8th 2002 by President George W. Bush. The Act is the first time in the history of the federal government’s association with

2001- The president George W. Bush signed “No Child Left Behind” into law. The law increased federal funding for education and ushered in standards-based reform.

Impoverished parents tend to live in towns with underfunded school districts. They are unable to give their children the proper resources to exceed. Those children go on to struggle to a livable wage, some of them even turning to crime to make ends meet. The government attempting to shorten the gap of children growing up in poverty and those growing up in the middle class. Bargain (2012) describes a few ways the government can make a difference for spending on children. The government can give cash to parents to spend on kids, which has been shown to be ineffective as only a small portion goes to the kids. More effectively, the government can create subsidies for children’s products, which has been shown to increase spending on children. Cascio (2013) speaks about how to close the education gap. Creating cash incentives for schools to increase test scores through programs such as No Child Left Behind has been shown to have some effect on helping bridge the educational gap. However, not enough is being spent to make a large enough

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 was passed in 2001, and it has been the topic of debate ever since. The act was first passed during the Johnson administration as the Elementary and Secondary Education Act, and then Bush reformed it into the No Child Left Behind Act (New York Times, (“No Child Left Behind Act”). The act gained much popularity among people because it would make the United States the “first country ever to make a commitment to provide every child with a quality education” (Spellings 15). With the United States slipping in their education system this is exactly the type of thing Americans wanted to hear. Educational Reform was a big part of Bush’s platform for the 2000 campaign. This act lead to the federal government being more involved in education than ever. The act sets up requirements all over the country to help reform the Public School System. No Child Left Behind purpose was to increase student achievement and help children from impoverished areas excel. Schools would now receive funding based upon the results of their improvement. No Child Left Behind ensured that schools now had to use their funding to obtain “academic results for all children” (Fisanick 11). The

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.

Despite several decades of reform, public education in the United States is criticized by some as not teaching all children effectively. Consistently poor test results and low graduation rates attest to this. As a result, many taxpayers criticize public schools and demand better results. At the same time, many Americans express a deep faith in the ability of public education to address the needs of the greater society.

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

George W. Bush in 2001 wrote an education-reform bill known as the “No Child Left Behind Act”. This education-reform bill was signed into law on January 8th in 2002. This law ideally was beneficial in some aspects for the United States as a whole. The purpose of this law was to dramatically increase the role of the federal government to guarantee quality public education for every student in the United States. The most beneficial aspects of this law were that it would increase funding for poor school districts as well as give higher achievements for poor and minority students. However, this law also made schools much more accountable for student progress and expanded standardized testing in the American Educational system to include grades 3 through 8 in testing in reading and math.