The No Child Left Behind Act Essay

Section Two: History: Since public schools across the country have faced budget cuts in the past decade and a half, a common cost-cutting measure is to lessen the funding for arts education, prioritizing what are deemed more essential subjects such as math, reading, and science. Yet in fact, the current iteration of the federal Elementary and Secondary Education Act of 1965, also known as the No Child Left Behind Act of 2001, lists that the arts are among the core academic subjects, requiring all schools to enable all students to achieve in the arts and reap all the benefits of a comprehensive arts education. Yet the economically prioritized curriculum is still draining the sources from these imperative programs leaving instruments, paintbrushes, and other artistic pieces in closets to collect dust, because no one will be there to teach or use them. Most impacting in the history of

The No Child Left Behind Act was based on the Elementary & Secondary Education Act of 1965. The act was established based on the promise of Thomas Jefferson to create a free public education system in Virginia (Hammond, Kohn, Meier, Sizer & Wood, 2004). The act is now reauthorized as the No Child Left Behind Act of 2001. The purpose of the No Child Left Behind Act was to make sure that children were given a fair, quality education. The act set out to close the achievement gaps in education, which were caused by children living in poverty, living with disabilities, children who were of different ethnic backgrounds and English learners. The proposed methods of the act targeted all children and provided an equal opportunity to meet

second largest and oldest city in Georgia with a population of about 200,000. The school district

Throughout the history of education, several “fads” have made their way in and out of the schools. From whole language to phonics to No Child Left Behind, educators have modified their practices to fit with new curriculum and government mandates. Many teachers describe the Common Core State Standards (CCSS) as “just another fad.” However, I believe that this is not the case.

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.

In 2004, coinciding with the conclusion of President George W. Bush’s first term in office, United States Secretary of Education, Rod Paige, released an essay depicting the successes of his administration. Paige’s department spearheaded the initiative sparked by the No Child Left Behind Act, a set of policies enacted to reform education and provide students with an improved degree of learning more suited to the evolving job market. Paige brings light to the findings of his administration, presenting what he considers to be evidence explicitly showing the successful nature of these programs. Through numerous faults with his argumentation and reasoning, however, Paige’s opinion on the outcome of said policies is highly debatable. To judge

No child left behind does nothing but dishearten the students who are proving to be ahead of the average student from wanting to improve. While the struggling students are simply carried from one grade to the next. The No Child Left Behind Act is great in theory but is too heavily reliant on standardized tests and percentages and not enough about what the students actually learn. Being a survivor of NCLB I have had firsthand experience with this topic and from an above average students point of view it really deterred me from wanting to push myself further and eventually lead to me falling into the average category as my high school career came to an end. Teachers and students treat education with the idea of “just

Control of the public education system has been left to the State for most of the country’s history, it was not until the 1950’s that the federal government played a role in categorical programs, but the national government refrained from involvement in academics until the 90’s. Three days after taking up his position in office, George Bush announced his plan for the No Child Left Behind act (NCLB) which was a consolidated reform of the 1962 Elementary and Secondary Education Act or ESEA (McGuinn, p. 1). ESEA focused on providing resources for the underprivileged students, whereas the NCLB act focuses on all students in public schools. On January 8, 2002, the No Child Left Behind act was enacted. The

The United States Constitution is silent on the role of the federal government in public education. Thus, each state and locality has assumed the responsibility of educating their children. The role of the federal government is largely to support the states in this extremely important endeavor, as long as each state does their job effectively. Several events, such as Sputnik and the A Nation at Risk report, have led to the federal government increasing their role in public education. The disparity in the quality of education among states and deficiencies in equitable learning among sub groups has amplified the involvement of the United States government in public education. This trend reached its ' climax with the implementation of the No Child Left Behind (NCLB) Act of 2001. Over a decade has passed since the full implementation of this landmark legislation and many involved in education and pondering the true success of the program. Has the NCLB agenda improved the quality of learning in America or created a culture of failure that is hindering the efforts of educators?

Q: What understanding do you have of No Child Left Behind and the Every Student Succeeds Act?

* Teacher Qualifications: By the end of the 2005-06 school year, every teacher in core content areas working in a public school had to be "highly qualified" in each subject he or she taught. Under the law, "highly qualified" generally meant that a teacher was certified and demonstrably proficient in his or her subject matter. Beginning with the 2002-03 school year, all new teachers hired with federal Title I money had to be "highly qualified." By the end of the 2005-06 school year, all school paraprofessionals hired with Title I money must have completed

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.

The role of the federal government in setting education policy increased significantly with the passage by Congress of the No Child Left Behind Act of 2001, a sweeping education reform law that revised the Elementary and Secondary Education Act of 1965. "Federal policy has played a major role in supporting standards-based reform since the passage of the Improving America's Schools Act (IASA) of 1994. That law required states to establish challenging content and performance standards, implement assessments…hold school systems accountable…" (Goertz, 2005, pg. 73)

The No Child Left Behind Act should tremendously be re-examined and amended because the focus on the standardized tests decrease the quality of other subjects not on the tests, the tests are not an efficient tool to make certain that a student is receiving an excellent education and the tests create unnecessary stress for the students, teachers and administrators. The purpose of No Child Left Behind is to provide every student with the opportunity to receive a top-grade education. This is a great proposal to strive towards but, legislation plans on achieving this proposal by making schools responsible for their students’ proficiency and to measure their proficiency with the use of standardized tests. After the students take the

The No Child Left Behind Act. At first glance, this act sounds like all it can do for the educational system is improve it. If no student is left behind then everyone can have equal opportunities right? But if teachers are constantly testing in order to measure progress, then students can be held back. No Child Left Behind Act(NCLB) requires testing in schools in order to help regulate education and to measure how qualified teachers are. Some argue that the NCLB act adds many positive aspects to the educational system. However, the negatives outweigh the positives. The act enforces testing thus limiting the teacher's freedom causing him or her to teach to the test. This form of teaching, in turn, inhibits the student’s creativity.