The No Child Left Behind Act of 2001 is the reformation of the Elementary and Secondary Education Act. (Cortiella, 2005) This law attempts to make educators accountable for all the children they teach. Children are tested yearly in grades 3-8 to ensure they are making adequate progress and learning. (John Salvia, 2010, p. 27) There is also funding provided for children in grades 3-8 for reading interventions. (John Salvia, 2010, p. 27) Instructions must be evidence based, (Powerpoint, 2010) meaning that there are studies to back up a teaching or intervention method that works. NCLB also grades schools based on the yearly-standardized test. If a school “fails” more than one year, parents have the right to move their children to a better preforming school. Assessments are done yearly using a standardized test, which all children take while the other laws have more individualized assessments based on the child’s plan. Federal funding demands that schools comply with participating in NCLB.
NCLB is a law that is concerned about the education and accountability of all children. The Individual with Disabilities Act, and Section 504 of the Rehabilitation Act are in place to safeguard and protect people with disabilities. Children with disabilities are given accommodations though IDEA and Section 504 in NCLB assessments but NCLB is not specific to children with disabilities.
NCLB assesses students yearly with standardized test in grades 3-8. These tests are to ensure that students are learning what they should be learning on a yearly basis. If a percentage of students do poorly on the test the school “fails” and must try to improve their scores. NCLB assessments affect school districts, teachers, and students. If a schoo...
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...ded organization or institution may discriminate against a person with disabilities and must provide accommodations for them. Failure to do so will result in funding being withdrawn. It covers everyone in America throughout his or her life.
Works Cited
Cortiella, C. (2005). No Child Left Behind: Determining Appropriate Assessment Accommodations for Students with Disabilities. Retrieved 8 14, 2011, from IDEA 2004: http://www.ldonline.org/article/No_Child_Left_Behind%3A_Determining_Appropriate_Assessment_Accommodations_for_Students_with_Disabilities
Council For Exceptional Children. (2002). Understanding the Differences Between IDEA and Section 504. Retrieved August 14, 2011, from LD Online: http://www.ldonline.org/article/6086
John Salvia, J. E. (2010). Assessment in Special and Inclusive Education. Belmont: Wadsworth.
Powerpoint, S. (2010). Chapter Two.
This required each state to develop a set of standards that each child would need to know in math and reading. The NCLB also required almost all of the students to be tested annually throughout elementary and middle school grades (Webb, Metha, Jordan 2013). The act also strived that all students would test at a proficient level by 2014. The impact of this decision was that the government would be more involved than ever before in how a school taught, what the school taught, and the requirements of outcomes. The downside impact of this was that states changed the proficiency levels over the years and there has been inconsistent data given when reported. In a report with control groups it is shown that there were changes before and after implementation of the NCLB (Ladd 2010). With that information one could conclude that the act was successful and should be further pursued along with
The implementation of the No Child Left Behind Act applied a market approach to school reform as a way of improving the school system. This new law promised an era of high standards, testing, and accountability in
The policy “No Child Left Behind (NCLB)” is a policy where Federal legislation has mandated that children be tested, and where there is compliance with standards. Simply means, that all children must meet standards. The standards are defined by the states, and all children will be subject to testing, starting from as early as third grade. The students will be tested annually, in order to ensure that they are getting the type of education that they are entitled to, as determined by their performance on standardized tests.
Similar to IDEA, is Section 504 of the Act. Students are eligible for Section 504 if they have a "physical or mental impairment which substantially limits a major life activity." Section 504 also requires schools to meet certain evaluation criteria in order to assess how a student's disability affects the child's educational performance.
Anatole France said, “An education isn’t how much you have committed to memory or even how much you know. It’s being able to differentiate between what you know and what you don’t.” Through the No Child Left Behind program students are being tested in a manner that does not accurately measure learning. The No Child Left Behind (NCLB or The Act) Act was proposed in 2001, an addition to the Elementary and Secondary Education Act, to assist students who have a disadvantage or are a minority. Through this Act students were required to take standardized tests. One main reason of implementing the standardized testing as a part of NCLB was to raise schools AYP, adequate yearly progress; this measures a schools progress in reaching certain standards set by the Federal Government. The Federal Government should eradicate the No Child Left Behind Act of 2001 because it is creating substantial problems, limiting learning, and has proven to be ineffective.
... of the main goals of NCLB is to increase teacher, school, and state accountability for students’ scores. (http://www2.ed.gov/nclb/accountability/index.html)ASK ABOUT LONG QUOTATION FOR THIS SECTION. What this means is that each state must spell out how they plan to lessen the achievement gap and make sure that all of their students, regardless of their status or abilities, reach proficiency. In addition, the state is required to send out report cards to parents and communities regarding state and school progress. If a particular school isn’t moving in the right direction and isn’t making progress, it must provide additional services, for example tutoring, and take corrective actions to make the school better. If after all of this the school still is not reaching AYP after five years, changes will be made at the foundation of the school, changing the way it is run.
The No Child Left Behind Act (NCLBA) deals with student achievement standards by holding schools accountable for the achievement of their students (Implementation 11). The NCLBA uses standardized tests to chart the success of students. If students are not meeting standards, the school is required to offer tutoring, which is funded by the state with Title I, the education mandate passed in which granted all public schools access to federal grants, money (No Subject 7). The Act itself is not the problem; the problem is that the Adequate Yearly Progress (AYP) standard which is a big part of the NCLBA is not being met. The AYP standard is not being met because schools are not changing their methods quickly enough. It was said in the NCLBA that schools nationwide were to have 100% proficiency of the AYP standard within 12 years (Implementation 9). Since the passing of the NCLBA in 2001, most public schools, nationwide have not improved at all.
At a time of wide public concern about the state of education, the legislation sets in place requirements that reach into virtually every public school in America. The law emphasizes accountability, teacher quality, parent choice, improved teaching methods, and flexibility. (Correa) Strict requirements and deadlines have been set for states to expand the scope and frequency of student testing, revamp their accountability system and guarantee that every classroom is staffed by a ?highly qualified? teacher in his or her own subject area. (I ed) The plan also mandates annual student testing in reading and math by 2005, and requires all school districts to allow students in consistently low-performing schools to transfer to higher performing schools, at the districts expense. (Hull) From year to year, states are required to improve the quality of their schools. No Child Left Behind has expanded the federal ...
President George Bush signed the ‘No Child left behind’ law in 2002. The intent of this law is to guarantee every student, in the American school system, is offered the same opportunities. There are many benefits NCLB offers to students in America’s schools. One benefit is an effort that supports learning in the early years, thereby preventing many learning difficulties that may arise in students, later in the learning process (Department of Education, 2004). For example, the National Institute of Health estimates that 15 percent of the U.S population has some type of learning disability (Department of Education, 2002, p.74). Suppose these learning disabilities are detected earlier in school, some students may receive therapy and correct this disability. Some facts that show how important early learning is for a students development are: Children who enter school with language skills and pre-reading skills (e.g., understanding that print reads from left to right and top to bottom) are more likely to learn to read well in the early grades and succeed in later years (Department of Education, 2004). ‘NCLB’ targets resources for early childhood education so that all children begin their education with the right start. The category of Specific Learning Disability, its definition, assessment, and eligibility criteria, are currently the subject of much discussion (Department of Education, 2004.ii) Nearly 3 million school-age students are currently receiving special education services under the Individuals with Disabilities Education Act (IDEA) due to identified specific learning disabilities (SLD) (The Advocacy Institute, 2004). With so many children suffering from disabilities, many would believe ea...
Making the NCLB Act effective is quite a chore for the federal and state legislation. The positive influences for the act are quite controversial. Accountability standards are set and measured on a yearly basis by each individual state. The educator’s qualifications and standards are also state and federally mandated. Reading, math and writing are the key academic subjects that are measured. The goal is to close the gap among race, socioeconomic groups, and disabled students. The schools tend to focus on these areas, while they direct the education toward the test taking success rather than the child’s needs. Parents are given a whole academic achievement picture when receiving the test scores.
Prior to 1975, educational options for a child living with a mental or physical disability were limited. The family of the handicapped child was most likely forced down an path that lead to the institutionalization of the child and distancing the child from the benefits of receiving a free and public education. It was after federal legislation passed the Rehabilitation Act of 1973 (42 U.S.C. § 1983) that monumental changes began to develop that allowed a better understanding of the needs and capabilities of people with various handicapping conditions. Soon after this legislation, Public Law 94-142, also known as the Education for all Handicapped Children’s Act of 1975 (EHA) would further increase the public awareness by providing a free appropriate public education (FAPE) for children suffering from disabilities. Following the EHA legislation reformations concerning the education of disabled individuals would soon become numerous and legislative acts were passed enabling accommodations for disabled individuals in the fields of vocations and technology. In 1990, President Gerald Ford signed legislation replacing P.L. 94-142 with the Individual with Disabilities Education Act of 1990 (IDEA, 20 USC 1400). By definition, the Individuals with Disabilities Education Act (IDEA) is a law ensuring services to children with disabilities throughout the nation (US Department of Education, 2011).
The Elementary and Secondary School Act has been amended on seven different occasions, but the most current is No Child Left B (NCLB). This act is a direct result of the 1994 amendment to the ESEA Improving America’s Schools Act (IASA), which is a result of the Clinton Administration and Goals 2000. Goals 2000, an act signed into law on March 31, 1994, set in place eight goals concerning school readiness, school completion, student academic achievement, leadership in math and science, adult literacy, safe and drug-free schools, encouraging teacher professional development, and parental participation (Paris, 1994). After Clinton signed Goals 2000, the IASA was implemented and signed on October 20, 1994, the new amendment to the ESEA that allotted $11 billion for most federally funded K-12 programs and enacts what is considered to be the most important changes made since the original act was passed in 1965 (Education Week, 1994). NCLB is the 2001 U.S. Act in accordance with which educational standards in primary and secondary education should be improved for students with disabilities to achieve successful individua...
For years, the No Child Left Behind program and parents have gone head to head. Some parents believe that their children are not ready to advance, while the NCLB believes the students are ready to progress. The law does not care if the students does not understand the curriculum, just as long the child is meeting deadlines and passing the states standardized tests. This type of learning system only causes stress for teachers, students, and can be very unreliable.
The No Child Left Behind Act was set into place with the goal to improve student performance in school, and close the achievement gap between students; as Stecher, Vernez, and Steinburg state, “When congress passed the No Child Left Behind Act of 2001 (NCLB), it established an ambitious goal for the nation’s states, districts, and schools: All children will be proficient in reading and mathematics by the 2013-2014 school year” (1). While the No Child Left Behind Act was implemented with good intentions, the act itself is one of the main reasons the United States is falling behind in educational rankings. One of the most common complaints of parents surrounding the No Child Left Behind Act is the weakest link factor: the weakest student sets the pace in the classroom. The weakest student...
As Rodney Paige, former Secretary of Education, said, “We have an educational emergency in the United States of America” (Hursh, 2007). The American ideal of egalitarianism essentially states that individuals should have an equal opportunity to pursue their dreams, and an important part of being able to achieve this is attaining a quality education. Students of differing racial, cultural, socioeconomic, and ability levels should all have the same opportunities in receiving a high-quality education. Unfortunately, this is not the case. The No Child Left Behind Act (NCLB) is seeking to change this. The NCLB is the current authorization of the Elementary and Secondary Education Act (ESEA) (Houston, 2007), which was passed during President Lyndon B. Johnson’s administration. Every five years the ESEA is renewed. It is currently due for renewal in 2014.