The Elementary And Secondary Education Act

(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

“The NCLB law­—which grew out of concern that the American education system was no longer internationally competitive­­—significantly increased the federal role in holding schools responsible for the academic progress of all students. And it put a special focus on ensuring that states and schools boost the performance of certain groups of students, such as English-language learners, students in special education, and poor and minority children, whose achievement, on average, trails their peers.” (Klein). In 1965, ESEA (Elementary and Secondary Education Act) was introduced by President Lyndon B. Johnson’s Great Society Program to create a clear understanding of the Federal Government in K-12 school policy, which provided more that $1 billion

For example, analysis by the National Center for Education Statistics in 2009 and 2011 showed that African American and Hispanic students were behind their white peers by an average of more than 20 test score points on the NAEP math and reading assessments at 4th and 8th grades, Which averages out to about 2 grade levels below their white peers. These gaps persisted even though the score of students tests between African American and white students narrowed between 1992 and 2007 in 4th grade math and reading and 8th grade math (NCES, 2009,

The amount of high school graduates in the United States is significantly less for minority students (Wagner, 2008). Less than one-third of minority students in the United States high schools obtain a high school diploma (Wagner, 2008). As the Hispanic population continues to grow rapidly, the ratio of Hispanic students enrolled in K-12 public schools by 2020 will be one in four students (Maxwell, 2012). According to Noguera & Akom (2000), the achievement gap for Hispanics is relatively transparent through their high dropout rates, college completion rates, and their low educational achievement. The dropout rate for Hispanics is approximately

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

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

“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

In 1965, President Lyndon B. Johnson was the first to enact a civil rights law, the Elementary and Secondary Education Act (ESEA), to combat the achievement gap in low-income communities. ESEA provided Federal grants to districts with substantial numbers of low-income students to offset the cost of textbooks, library books, special education centers, scholarships for low-income college students, and to improve elementary and secondary education. While ESEA remains as the policy foundation to lessen the opportunity gap, it was not sufficient and improvements were needed (“Every Student Succeeds”, n.d.).

As stated by Heather Sholten, author of the newspaper article "State of Emergency for Indian Education", she explains that "The problems of native students begins long before they reach high school. The percentage of American Indians and Alaska Native fourth-graders scoring below basic on the national assessment of educational progress increased by two points between 2005 and 2011 – – even as a percentage of fourth-graders struggling in math declined by five points in that same period." This quote highlights how early educational problem may begin well before students even enter high school. This means that we should focus more on early education, rather than trying to fix the problem while they’re in high school.

President Lyndon B. Johnson enacted the Elementary and Secondary Education Act of 1965 (ESEA) as part of the Johnson Administration’s War on Poverty campaign in which largely the original goal remains today. With its main purpose to improve education fairness by providing federal funds to schools aiding students from lower income homes, this act has been reauthorized seven times over the years with the No Child Left Behind Act of 2001 revision the most recent.

Bush’s No Child Left Behind Act is a renewal of the Elementary and Secondary Education Act, which is an aid program for disadvantaged students. Although it does sound as if the Act is helping children all across the country, Alexandra Robbins thoroughly explains otherwise in her book, The Overachievers: The Secret Lives of Driven Kids. Within pages eighty five through eighty nine, Robbins thoroughly shows her negativity to the Act and why it’s hurting children rather than helping them. She uses hard facts, such as the emphasis on tests, altered curricula, and the corrupt college admission process to prove her point.

54 Saint Louis Ave. Chicago, IL, in Apartment B. There were three kids and a mother stuffed into that apartment. Two girls and one son. His father was killed by a police officer during a traffic stop while the sister’s father is caring for his other “more important” children. The sisters both have children and dropped out of high school after they had them, one at 16 and the other at 18. The mother worked at a local fast food restaurant and hardy ever came home because her night job forced to sleep with the customers. The young man thought nothing of his family situation until his future starting being affected by his sisters quote slutty matters and his mother’s pathetic life. Once in high school, He realized that his high IQ and

Anyone invested in the education from parents to policy maker, were focused on the widening achievement gap. At the end of the 2001 school year, 82 percent of whites were performing at or above grade level, while only 59% of Latinos met this standard, and an even smaller 52% of blacks. This 30-percentage point difference became a major source of anxiety for the American public. Researchers also found that, although funding to schools had increased over the years, reading proficiency and other achievement indicators stayed mostly stagnant. In addition to the achievement gap; low graduation rates, and the constant declining of America in world education rankings, made school reform a topic that no candidate running for president could ignore. In a pre-election poll, 86 percent of respondents said that K-12 public education was very important in determining which candidate they would vote for in the presidential

Education, U. D. (2011, November 30). More Than 40% of Low-Income Schools Don't Get a Fair Share of State and Local Funds, Department of Education Research Finds. Retrieved from ed.gov: http://www.ed.gov/news/press-releases/more-40-low-income-schools-dont-get-fair-share-state-and-local-funds-department-education-research-finds

The school population consist of 45 % African Americans, 40% Hispanics, 9% whites, 2% other or more races, 1% Asians, 1% American Indians and 1% Hawaii Natives.