No Child-Left Behind Act

This article in the Times newspaper, points out problems and flaws with the 2002 U.S. No Child Left Behind educational legislation, which was designed to improve education in the U.S. Topics that are discussed include, teachers complaints that No Child Left Behind policy sets impossible standards and forces teachers to teach based on the test material, and how the bill originally came to life by the proposal of former U.S. president George W. Bush. The other topic

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.

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 was signed and put into place by President George W. Bush in 2002. The act was passed in order to replace the Elementary and Secondary Act (ESEA), put into place by President Lyndon B. Johnson in 1965, as part of his Great Society Program. The ESEA helped to cover the cost of educating disadvantaged students, while expanding the federal role in education. (Education Week 2015) The idea of the NCLB act, much like ESEA, was to help reform the educational system in both elementary and secondary school systems. The NCLB act was very ambitious, and brings up issues on improving the academic achievement of the disadvantaged, training high-quality teachers, language instruction for limited English proficient students, 21st-century schools, and enforcing technology. (U.S. Department of Education, 2010) One of the biggest factors of this bill was the idea of closing the gap between advantaged and disadvantaged students. Bush felt that this could be done by using standardized tests to measure how students were doing, and to see how well the teachers are doing. These tests were then used to identify which school systems were not performing

The No Child Left Behind act emerged as a result of a massive increase in the costs of schools, while failing to show an improvement in their students performances. (Paterson 32) Since these standardized test have been in effect teachers have been judged off them. The problem is that

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.

Without the No Child Left Behind Act teachers, school systems, and classrooms would have been completely different. The No Child Left Behind Act was signed because many poor kids were not given the same education as the ones with money were. The No Child Left Behind Act is an act that was created to close the gap of the the poor and wealthy people education levels and get everyone the same level of education. The No Child Left Behind Act has affected the teachers, school systems, and the classrooms in ways like how they are taught in the classes and by how many people are in the classes.

The No Child Left Behind Act has an enormous impact on children and their families. Major impacts concerning families are standardized testing, transfer options and delivery of supplemental services. Concerns have risen questioning how beneficial are standardized tests. According to Michele Brooks, “many parents believe that testing is necessary to determine whether students have mastered the skills at grade level, while other parents fear that dependency on test results does not provide a full picture of student and school performance, and encourages "teaching to the test" instead of high quality instruction. The high stakes nature of testing in many states has also raised concerns among parents and education activists around the increase

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).

The No Child Left Behind Act also has a very narrow focus on curriculum. The act focuses on just math and reading scores. This could have an undemocratic effect on a large generation of students in poorly performing schools. Schools would have take away much of the broad education in order to elevate scores on just two subject areas. Students in wealthy schools with good test scores will continue to learn a full range of subjects including art, social studies and science, while the students who scored poorly on the tests, will be receiving education in only two subject areas. It is not right to put two subjects as the top priority. This means that not all students will get a complete education. This concern with literacy and math skills divides education into two groups. One group is forced to learn basic skills and the other group gets the more complete education. The goal of raising the performance level of all students is an honorable idea, but the change in performance should be in all subject areas not just math and reading.

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

The purpose of standardized testing is to help guide the teachers teach students the basics of what they need to know in order to move ahead in school. These tests are standard for core classes in any grade but differ from state to state. For Virginia it’s SOLs (standards of learning) in Arizona it’s AIMS (Arizona’s instrument to measure standards), although the name differs the purpose it the same in all states. These tests are to measure how much the students have learned throughout the year. To help improve the results from these tests, the no child left behind act was created in 2001. The bill does this by making the states and schools more accountable for the student’s progression. It improves the academic achievements for

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

The No Child Left Behind Act was the biggest educational step taken by president Bush and his administration. Its main goal included the increase of achievement in education and completely eliminate the gap between different racial and ethnic groups. Its strategies had a major focus on uplifting test scores in schools, hiring “highly qualified teachers” and deliver choices in education. Unluckily, the excessive demands of the law have not succeeded in achieving the goals that were set, and have caused multiple opposing consequences. These unintended consequences affect students negatively which are who the law is most intended in helping. These consequences include a high focus on the low‐level skills which are reflected on high stakes tests; bad assessment of students who have English as a second language and students with special needs; and compelling incentives to eliminate students who score very low from school, so the test scores are achieved to their full potential and their goal (Darling‐Hammond, 2007).

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