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.

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 Bush administration, as well as others, hoped to close achievement gaps and bring all children up to a higher standard. In order to do this, No Child Left Behind (NCLB) was enacted with the hope of an extreme education reform. It requires strict accountability and assessments for schools. This was done without proper funding and expectations that are difficult for schools and students to reach. This act caused many problems in schools rather than fixing the problems that already existed.

Initiated in 2002, the No Child Left Behind Act (NCLB) of 2001 intended to prevent the academic failures of educational institutions and individual students, as well as bridge achievement gaps between students. This act supports the basic standards of education reform across America; desiring to improve the learning outcomes of America 's youth. This act was supposed to help the kids with their math, reading and math skills, but it just adds more pressure to the students especially for the children with learning disabilities (LD). The state has the students take the keystone exams which used to be called the PSSA`s.

Data-driven instruction means teaching needs to be based on data. The No Child Left Behind Act holds schools and districts responsible for student’s achievement, which implemented schools to collect, store, and manipulated data to modify the instructions. Teachers are held responsible for student reaching their goals. The teacher is able to show improvement by using the data that is collected. In attention, the teacher is about to use the data to show improvement. The data could also be used to modify instructions. The teacher is able to use the collected data to modify instruction to meet the students’ needs. For example, if the teacher is collecting

According to Section 1001 of Public Law 107, ‘‘The purpose of this title is to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging State academic achievement standards and state academic assessments.” The NCLB act sought to create a structure that all States could base their public education system off of. This structure included the confirmation that all the public schools teaching materials, including teachers, were challenging students in a way that could be measured. Also, calling for an evaluation of the achievement gap between high and low performing children, especially between the disadvantaged students and their more advantaged peers, would be necessary so that schools could use the acts resources to eventually close the gap. This act allows States to set a standard based on obligations given and requires them to accomplish those standards. NCLB holds schools, local education agencies, and States accountable for academic achievement for all public schools, this also means that they will be responsible for improving schools that do not meet the educational standards set by that State. The act requires there be a flexible budget set aside for the needed improvements, specifically to aid the needs of

The No Child Left Behind Act was created in 2001 by President George W. Bush. The act was created to raise the standards of low performing children. The act was also created to reform an earlier education act put in place by President Johnson as a part of his War on Poverty; the Elementary and Secondary Education Act “...established that children from low-income homes required more educational services than children from affluent homes.” (Reforming No Child Left Behind http://www.whitehouse.gov/issues/education/k-12/reforming-no-child-left-behind )Paragraph and also it budgeted one billion dollars to Title I services in underprivileged high schools. The No Child Left behind act continued on the basis of this principle; however, very little is stated about the high achieving student in either act. The No Child Left Behind program does not address, nor does it provide, educational opportunities or benefits for the higher advanced learners.

The No Child Left Behind Act “NCLB” was a bill passed by the Senate in 2001 and signed into law by President George W. Bush on January 8, 2002. It was a revision of the Elementary and Secondary Act “ESEA” of 1965 by President Lyndon Johnson. The NCLB was intended to help children in lower-income families achieve the same standard of education as children in higher income families. This was done by the federal government providing extra finances for Title I schools in exchange for a rise in academic progress. According to Fair Test, if a state wanted to receive funding through the NCLB, the state had to set a proficiency level through standardized testing in grades 3-8 and once in high school, and report those scores to the public (Fair Test). The NCLB act had a goal of reaching 100% proficiency in all schools by the end of the 2014 academic school year This goal would mean a dramatic change in the schooling system and how we look at and treat education. Not only would the students be affected nationwide, but so would teachers and schools. But should the government and politicians be allowed to govern what is being taught in our children’s classrooms instead of their teachers? Although the intentions of the NCLB Act were noble and for the benefit of all, good intentions don’t make for a good education.

In the era of President George Bush, the United States of America have changed the way some policies work and it has gone into many wars. Not just physical wars that I am considered about but also wars on education. The nation could destroy its own glory and way of the source of great future that it rely on by initiating a war on the minds of the children. No Child Left Behind (NCLB) is a federal education policy that was developed in 2001. (Lagana-Riordan and Aguilar 135). NCLB is a program designed to minimize the differences in the level of education that white or rich people get to poor African-American, Hispanic or any other race who have low standards of life. NCLB is basically a program to test students’ performance on reading and math standardized tests. AYP or “adequate yearly progress” is a measurement of how students perform in proficiency tests, is a very important factor in NCLB. If a school fails to record AYP for their students then the school is going to suffer from monetary and organizational sanctions. Or if students repeatedly scored low grades then the teachers and administrations could lose their jobs, or even school shutdown could happen. (Lagana-Riordan and Aguilar 135). So the competition between schools is just based on how students perform in math and reading standardized tests, and the higher the scores are the more the fund that is going to come from the federal government (Koyama 4). Forcing students to ace standardized tests in math and reading,

Parental Involvement has been a focus of education for decades. In the 1960’s, the Elementary and Secondary Education Act of 1965 (ESEA) was introduced and focused on emphasizing the involvement of parents in their child’s education (Lunts 2003). Around the same time, the Civil Rights Act of 1964, advocated for the importance of family involvement in the education of children with disabilities (Lunts 2003). More recently, the Federally mandated government policy, Section 1118, Title I of the No Child Left Behind Act (NCLB) was enacted, which specifically requires public school districts to work collaboratively with parents living in the community to author a family involvement policy in order to receive Title I funding from the

Until the 20th century, education in the United States was gender-specific. Coeducation progressively came into the American educational landscape in the late 1800s, and since that time, same-sex education primarily has been confined to exclusive and denominational schools. Beginning in 2002, after the No Child Left Behind Act was passed, single-sex education has been growing in popularity. According to the National Association for Single Sex Public Education, the United States has over 95 single-sex public schools and more than 445 public coed schools offer single-sex classrooms (Novotney, Amy). With the popularity on the rise, many questions have been asked as to whether this divide in the classroom is academically ailing to a child’s learning or if it is not. By examining the successes of single-sex classrooms, school districts and parent’s can more fully understand that single-sex classes can implement changes to enhance students learning abilities.

Educators and politicians have been trying to create education opportunities for the disadvantaged groups, such as the poor, minorities and marginalized groups. Among those strategies, some succeeded, while others reflected more problems. For example, the No Child Left Behind, which leads to critiques of high-stake testing, and even higher competition and segregations among the different academic performed schools. However, in order to eliminate, or at least meliorate the social inequalities, there are some strategies truly give opportunities for those demanding accessibilities and resources. One of them, is the A Better Chance program, and another is the small school movement designed for poor and working-class youth (Fine, M. et al,

The authors of this article use economic theory to compare and contrast the objectives set out by the policy makers of the No Child Left Behind act with it's practical applications. The NCLB act encourages an environment of competitiveness among schools based on the economic ideals of a free market system. The idea is that allowing school choice while holding schools accountable for performance will solve issues of under performing schools. The researchers evaluate the goals of the legislation, and view them as in conflict when applying the economic concepts of efficiency vs equity. According to their argument, the policies “efficieny” of allocating educational resources based on performance may not produce intended results when factoring