The No Child Left Behind Act

The education system is deeply flawed. It does not fight social injustice, but rather exacerbates the issue. The majority of people in the U.S are blind to the fact that there are still inequities within the education system, much less everyday life. A system based on standardized test scores inadvertently oppresses poor people. The Governments ' decision to judge a schools ' success by its test scores evidently created a faucet of running water for systematic oppression. The flowing water of oppression floods poor schools; drowning students with dreams, and giving no mercy. The only ones safe from the water are the privileged, who are oblivious to the fact that it exists.

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

Good intentions are no excuse to continue a fail policy. Since the No Child left Behind Act (NCLB) became in effect, teachers have been restricted to teach in a certain way.

The No child left behind act has been a big issues ever since its establishment in 2009 by President George Bush. There has been cry by some parents for the law to be repeal because they feel it is creating more problem for the educational system. However, critical analysis of the situation of the students grades by comparing the period before and after the establishment of No child left behind will show that the law has brought tremendous improvement in our education and need to stay.

First, what is the achievement gap? According to the achievement gap in education refers to systematic variances in the ability to learn between students from majority populations and students from minority populations. The most significant effort made by the federal government to improve the nation 's schools and student learning is the 2002 reauthorization of the Elementary and Secondary Education Act (ESEA). The ESEA was largely designed to address the achievement gap in multicultural education. However, improvement in the academic performances of poor and minority students has been slow over the last forty years.

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.

When assessing educational legislation and whether it is good or bad law can be muddled by the fact that some part of the law is good versus some being bad. Also, the passing of time can change the viewpoint of such legislation. For instance, the No Child Left Behind Act (NCLB) was largely accepted as a good piece of legislation when the law was enacted, but with the passing of time, we have seen that the NCLB has its problems. The lack of truly funding the legislation, coupled with the fact that standardized testing given to each student, regardless of disability or English as a second language (ESL) status causes issues within some areas of the education system. Even so, there are still parts of the NCLB that are good for education as a

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. No Child Left behind was enacted with the intent to become a government aid program for disadvantaged students, and eventually raise the general education standards for the United States. This act was created with the idea to “close the achievement gap with accountability, flexibility, and choice, so that no child is left behind” (ESEA) to put most simply. The act serves to only require certain basic skills, but does not have any national achievement standards, as it is decided on by each individual state. The bill was signed into effect by George W. Bush in January of 2002. Many people, opposers and supporters alike, argue that it is a "one-size-fits-all" approach to education and teaching that puts too much emphasis on testing and doesn 't fund schools properly, making it nearly impossible to achieve success. The law was initially designed to introduce national standards to a system in which students in some demographic groups were more likely to succeed and others likely to be left behind. But it allows states to determine how success is measured, which could be the source of its downfall.

The No Child Left Behind Act was signed into law January 8, 2002 , by George .W Bush. The Act is a re-authorization of the Secondary Education Act, The No Child Behind Act was put into effect in order to help close achievement gaps and improve education within the public school system using various techniques so that no child would be left behind. In order to achieve the goals of the act, procedures were to be followed by public school system, Bush suggested that schools test students in grades third through eight, in math and reading and publicly release the results. So therefore the regulations were set, but less progressing schools would experience penalties. These penalties included, using massive piece of school funding toward teaching development, as well as replacing staff if needed, making new curriculum, and any school that fail over six times within a row could experiences a shut down. The regulations and penalties that followed the No Child Left Behind Act, added pressures on students as well as teachers whom were forced to teach to the test and achieving difficult short term goals. Indeed, the idea behind the No Child Left Behind Act sort out to provide beneficial goals for students worldwide, however only left majority involved disappointed and distressed. Within the last ten years that the Act has been in effect it has caused teachers to simplify test materials in hopes of gaining higher test score in order to keep schools from shutting down. This

“We will not tire, we will not falter, and we will not fail,” is a quote said by former president, George W. Bush, in his address to a joint session of Congress after the September eleventh attacks. The beginning of the twenty-first century marked a start of a revolution. A revolution of social change and global peace. The 2000’s is a decade of advanced technology, new and improved adjustments, and a decade of remembrance.

The possible risks of passing a child to the next grade level due to the No Child Left Behind Act (NCLB) could affect children from being the next leaders of America. So much that it has had a tremendous impact on their quality of education, testing skills, learning, and funding. The No Child Left Behind Act was passed in the year of 2002. It was established to require states and school districts to ensure that all of the students' are learning and are reaching their highest potential. It is true that every student can learn, however not on the same day or in the same way. Since the act was passed their policies has changed and so has many of the students situations have changed since then. In spite of the fact that, the polices has changed

would like to start my essay with the following excerpt from the No Child Left Behind Act: "Because fewer than 35 percent of fourth graders are proficient readers, No Child Left Behind requires schools to use research-based reading programs: A primary focus of this law is the requirement that school districts and individual schools use effective research-based reading remediation programs so all children are reading at grade level by the end of third grade. The law authorizes funds 'to provide assistance to State educational agencies and local educational agencies in establishing reading programs for students in kindergarten through grade 3 that are based on scientifically based reading research, to ensure that every student can read at grade level or above no later than the end of grade 3. ' (20 U.S.C.§ 6361)" (page 73, Wrightslaw: No Child Left Behind).

If there is one thing that all American’s can agree on it is that the education provided for our youth serves as the foundation for the continuation and prosperity of our nation’s future. On the smaller scale, the students that live and learn here in the state of California will become our congressmen, doctors, policemen; the future of our great state. The adoption of the Common Core State Standards (CCSS) was necessary for improving the education policies in place for the youth in California. For one, it replaced the failing academic system, the No Child Left Behind Act. Second, the CCSS drives students to build deeper conceptual understandings of course material and foster their critical-thinking and analytical skills. Next, the CCSS

There are benefits that occur through changes in behavior in the presence of a test, often those that are standardized and/or high-stakes. These changes in behavior may include an increase in motivation, not only in the student but also in the teachers and administrators (which is arguably one of the primary purposes of a high-stakes standardized test). There may also include “the incorporation of feedback information from tests, an associated narrowing of focus on the task at hand, and increases in organizational efficiency, clarity, or the alignment of standards, curriculum, and instruction.” Though often considered benefits by community members, educational researchers often count these behavior changes as costs (Phelps, 2005, p. 57). Review source for more information.

Evidence of change is heavily supported by the many change initiatives the United States’ education system has seen in the past few years. There have been programs and initiatives that have been implemented and replaced, due to their ineffectiveness as a whole. Programs such as No Child Left behind (2002) were brought in as an initiative to assist schools with bridging the gap for students who had fell behind or schools who were falling behind; however, this initiative failed due to its one size fits all methodology. The NCLB initiative became too much for schools and school officials to implement effectively. Consequently, in 2015 the Every Student Succeeds Act (ESSA) was created to fill the voids that were missing from NCLB. For example, NCLB accountability results were based on test scores alone, while ESSA focuses on multiple progress areas. ESSA provides a well-rounded education program for all students, regardless of their background or home environment. It includes more rigorous college and career readiness standards nationwide. These standards ensure that students nationwide are receiving the same information and skill sets. For example, the college and career readiness standards ensure that students are leaving grade school prepared to think critically, which will allow them to graduate from college or find a career outside of the college realm. NCLB lacked this foundation. The basis for which schools are assessed fall under many components, rather than just