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

The No Child Left Behind Act of 2001, signed into law by President George W. Bush on January 8, 2002, which was a reauthorization of the Elementary and Secondary Education Act of 1965. President Bush once said; “education is the gateway to a hopeful future for America’s children. America relies on good teachers to pass on the knowledge and skills our young people need to achieve their dreams.” “Too many of our neediest children are being left behind.” "No longer is it acceptable to hide poor performance. No longer is it acceptable to keep results from parents," Bush said when he signed the legislation. "We're never going to give up on a school that's performing poorly; that when we find poor performance, a school will be given time and incentives and resources to correct their problems." (Bush)

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.

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 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.

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

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

Many stakeholders’ in public education are seeking solutions to produce high achieving students who graduate ready to embrace technological challenges. One solution for many stakeholders’ seems to be high stakes testing. High stakes testing is an educational reform where decisions are based on individual student performance, teacher performance, and school performance. The tests are usually performed as an end of course or end of grade assessment after completion of the curriculum. The No Child Left Behind Act or NCLB signed by President Bush in 2001 was mandated to improve student performances and remove inequalities among diverse student populations. This Act required states to design and develop programs that employed test- based