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.

“Accountability is incredibly important for the school systems. People shouldn't fear accountability, they ought to welcome an accountability system as a useful tool to make sure no child is left behind” George Bush quoted. When the No Child Left Behind Act was passed in 2001, president George Bush along with many other people had different expectations at that time. Expectations that included improvement in testing scores, progress increase in grades along with improvement in teachers. For a short period of time this appeared to have worked, however with the course of time it is evident that NCLB has many flaws that have reflected in the outcome.

There were a fair number of interesting topics in this Political Science 2 class session of the Fall 2016 semester. A few that stood out to me, personally, were the topics of laissez-faire economics, separate-but-equal issues, and the viewpoints of the No Child Left Behind Act of 2001. From the tenth edition of the course book We the People, Texas Ed. by Benjamin Ginsberg and Unit 2 of the lecture; a policy developed by the efforts of the late philosopher and economist, Adam Smith, laissez-faire economics essentially means that the government should play a basal role in government. Also from the same book and in Unit 1 of the lecture; the topic of “separate-but-equal” was discussed. This notion dictates that African-Americans be treated equally by being allowed to exercise fundamental rights as human beings, but still must use separate facilities. This mandate came from the case now known as Plessy vs. Ferguson in which an African-American challenged the Jim Crow laws that were set within the public transportation policy. And lastly, in the same fashion, from Unit 3 of the lecture; the act known as No Child Left Behind was also discussed in the class.

The No Child Left Behind Act essentially mandates standardized testing. Every state is expected to develop standards and a testing system. With this act, each state is required to test students of grades 3-8 on reading and math every year, and students in high school are expected to be tested once throughout their high school career. Another important aspect of the No Child Left Behind Act is its establishment of academic early progress, or benchmarks, schools are expected to meet each year. Every school is expected to demonstrate its academic yearly progress, or AYP, and if it does not, the school may be forced to send their students to a higher performing school or offer free tutoring (Klein, par. 9). If a school consistently misses AYP,

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).

Few decades back, educational institutions maintained educational records mainly in paper files. In those days, privacy breaches meant access to information present paper files without proper consent, and the main concern was related to misuse of the student information by agencies rather than the theft of records. To comply with FERPA, educational institutions had to safeguard paper files from illegal access, and provide access to these files only for legitimate use.

What is the No Child Left Behind Act? The article “Do states have the right to ignore federal laws that they do not want to follow,” have followers that disagree that states need more authority to avoid the federal government from commanding policies they go up against; the Tenth Amendment presents a constitutional foundation for affirming that power. Today, opponents dispute, that federal power has decreased to weak levels, threatening individual liberties and making state rights that much more vital as an necessary defense to federal misuse of power. Opponents, meanwhile, dispute that such an liberal understanding of states ' rights is not supported by a secure understanding of the Constitution, mainly, the supremacy clause of Article VI, which appoints the federal Constitution, laws, and treaties as the supreme law of the land, and the protection clause of the Fourteenth Amendment, which prevents states from depriving any United States civilian of basic rights. A strong federal government is essential to make sure that all states follow the same federal laws. Without well-built federal power to join the country together, they will compete against each other, and each state could follow totally diverse sets of laws, causing confusion. Texas must discover other methods to assist and find solutions to No Child Left Behind. Texas does not have the right to overlook federal government commands related to No Child Left Behind. Every child in Texas must perform at his or her own

The No Child Left Behind Act was put into place to make equilibrium of education amongst all students. When in context, its provision seems to work against the goals of students with disabilities. On January 8, 2002, the No Child Left Behind Act was signed into law by President George Bush. No Child Left Behind legislation was established to improve the educational achievement of all students, including those with disabilities (Keys & others, 2008; Turnbull, Huerta, & Stowe, 2009). President George Bush said “Some say it is unfair to hold disadvantage children to rigorous standards” (Wrightslaw, 2002). I say it is discrimination to require anything less. It is the soft “bigotry” of low expectations. I am one of some that believe

Ever since the establishment of modern schooling in 1911, experts have debated on the best ways to educate a child. Whether it be through teacher lectures, group discussions, or individual study, the importance of educational methods cannot be understated. Yet, contrary to our emphasis on education, the United States is ranked 35th in mathematics and 27th in science out the of the 64 countries examined by a Pew Research study in 2015. George Bush tried to counteract this historical trend in 2001 with the “No Child Left Behind Act”, which paved the way for the establishment of Common Core State Standards throughout the country. These standards aim to improve education through “common” assessments and

On January 8th, 2002, a bill , No Child Left Behind ,was signed by George W.Bush; His intentions with No Child Left Behind was to transform the education system. Unfortunately, the bill did the opposite of transformation. The bill created an imagination for students and parents that he/she was safe from failing when in the real world, that was far from what the bill actually was doing. If a student does not actually understand the level of material given, why move him or her up anyways unprepared for information added on to the old information that was not fully understood? Although some research have concluded that No Child Left Behind act has accomplished positive progression, there is much stronger evidence to the contrary that No

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.

The No Child Left Behind Act (NCLB) was put into effect January 8th 2002. The purpose of the Act was to create better education standards and close the racial/ethnic achievement gaps in schools. Achievement gaps occur when a group of students outperforms another group and the difference in average scores is statistically significant. Approximately eleven years later the aftermath of the Act has been examined in many journals and articles and criticized between students, teachers, and other administrators alike. There was much focus on the Act and its correlation between issues in high school dropout among minorities. In the National Journal for Publishing and Mentoring Doctoral Research the correlation between Minority Dropout in high school and NCLB was studied. In addition the largest criticism NCLB received was it’s strive to close the achievement gaps especially in minority students. In Race, inequality and educational accountability: The irony of ‘No Child Left Behind the unintended effects of the NCLB were made aware. Other news media outlets have disclosed the unresolved achievement gaps in school specifically among minority students in high school causing higher dropout rates than intended. In The New York Times an article was published disclosing statistic results of the NCLB. The negative effects of the No Child Left Behind Act seemed to triumph any of

A very current and ongoing important issue happening within the education system is standardized testing. A standardized test is any examination that's administered and scored in a calculated, standard manner. There are two major kinds of standardized tests: aptitude tests and achievement tests. Standardized aptitude tests predict how well students might perform in some subsequent educational setting. The most common examples are the SAT’s and the ACT’s. The SAT and the ACT attempt to estimate how well high school students will perform in college. But standardized test scores are what citizens and school board members rely on when they evaluate a school's effectiveness. Nationally, five such tests are in use: California Achievement Tests,

For years children in our education system have been pressured to fit into the standard of standardized tests. The reality of the tests are that everyone is given the same “standard” test and then it is graded in a predetermined standard manner. Standardized tests have made life easier for educators but the students are suffering. There are many loop holes in this type of testing causing whats known as a fair test to be extremely unfair. Standardized testing creates a system that undermines success and a culture of “teaching to the test.”