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History of education in america
No child left behind Act
No child left behind Act
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The No Child Left Behind act of 2001
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 law enlarged federal education spending, required states to design and administer proficiency test to all students grades three and up, demanded that States put qualified teachers in every class room, and promised to hold all States accountable for the performance of their public schools (McGuinn, p. 1).
The act itself is what was felt to be a solution for the failure of properly educating America’s children. How the act is put in to action, and if it serves its purpose, has depended on the States requirements and statistics. Public education was slowly decreasing in quality, consequently, failing America’s children, and a solution was needed. According to author, and Chair of the K-12 Education Task Force, Chester Finn Jr. “No Child Left Behind arose from the premise that America's public schools weren't doing well enough and states ought not to be left to their own devices to improve them. So Uncle Sam created a new web of requirements, incentives, and sanctions aimed at boosting school perfo...
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...m birth through graduation and beyond” (Carter, 2010).
The No Child Left Behind act was created to better public schools and it did. Like most laws, though, an update is necessary to keep up with the times and serve its purpose of aiding the American people. Government programs have a reputation of failing because of the lack of funding, but when the people come together for something as important as education, failure is not an option. America’s future relies on the children of today, so education should remain a priority of this countries government. There will never be an all pleasing solution; the need to complain will exist no matter what is done, but this does not mean the government should step away. The law was a backbone created to support the States and aid in academic success, therefore the law does not need to be negated, just reformed and improved.
The No Child Left Behind Act of 2001’s main purpose was to enhance the education system and hold schools accountable in its attempt to bring equality in the fight against poverty for poor and minority groups. Once this Act was signed into law the American public expected an overhaul of the education system with only good outcomes. The public assumed our children would be receiving the best education available and the economic issues that plagued schools would no longer be a problem. In the beginning of its implementation No Child Left Behind was expected to bring America up to standards with other nations, this was something that America has struggled to do for many years. Our children were now being put first according to Act and the public and many political figures were ecstatic over the possibilities.
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
Education is the foundation of American society. It empowers the youth of America to become the successful leaders this country needs for the future. Education has been one of America’s top priorities since 1965, when the Elementary and Secondary Education Act was passed. Now, education is controlled by the No Child Left Behind Act, which was launched in January 8, 2002. This act was passed with intentions from the government to provide Americans with a more superior education system. However, The No Child Left Behind Act carried many flaws which were left unseen to a vast majority of the public. This act limited American students by not allowing them to demonstrate their full academic potentials while proceeding in school. While the act was still fairly fresh, there was already evidence to prove that it had already gotten off to a bad beginning. For the crucial math and science courses, statistics showed minimal improvements which had begun around the time period in which the No Child Left Behind Act was passed. The act was also supported by a number of educators who voiced themselves by testifying against having the right to teach at their own free will. Teachers across America claimed that because of this new act, they felt a constant heaviness upon their shoulders from the state government to “Teach the test.”
No Child Left Behind (NCLB) is currently the educational policy in the United States. Prior to NCLB the educational policies in effect were “A Nation at Risk, in 1987 America 2000, and a few years later with Goals 2000” (Eisner, 2001, p.21). No Child Left Behind is a test based accountability system used in schools to measure their performance holding the districts, administrators and teachers liable and accountable for the outcomes. Supovitz (2009) States that No Child Left Behind was a major reform initiative intended to bring about widespread improvements in student performance and reduce inequities between ethnic groups and other traditionally under-served populations like economically disadvantaged students, students from major racial
...spects that put too much of a burden upon the teachers. All children deserve an excellent education, but it takes more than the teachers and the school system to ensure the success of a child. The child must have the drive and parents as well must be involved. Although the plan has many great ideas, the school system should not be punished if a small group fails what about the large amount that is doing wonderfully? This law was an outstanding start. Now that lawmakers are aware of the problems, they need to act. The worst that could happen is that No Child Left Behind is unchanged, leaving behind yet another child. (Symonds) ?Reform is no longer about access or money. It is no longer about compliance or excuses. It is about improving student achievement by improving the quality of the education we offer American students.? Secretary of Education Rod Paige.
...erformance. The biggest issue seems to be accountability, which is an important aspect to students, teachers, and school boards. The final issue deals with the goal for 2014. To predict that 100% of students would be college-ready by this year is impossible. Some students will always need help- this is a simple statement that must be first understood before setting realistic goals. Additionally, some students will always be ahead. The goals of this act were farfetched, and should have been viewed as impossible from the beginning. Governer Rick Scott believes these misunderstandings provide a chance to gain “more local control” (2012, Armario) which he is very “enthusiastic about” (2012, Armario). The No Child Left Behind Act was started with high hopes that were never fully accomplished, but I believe that it can be successful after modifications and reevaluations.
The current debates surrounding the No Child Left Behind Act of 2001 are both positive and negative. Many politicians and people that previously supported the Act are now standing against it. In the beginning many supported the new Act because everyone was aware that a change needed to happen in the education system and the proposal of No Child Left Behind seemed like the answer we were looking for. As the No Child Left Behind requirements began to be felt in the school systems across America and the assessments results started coming in, everyone took a step back and really began to look at the new law. The results were not what everyone expected, what was once considered an answer was now becoming the problem.
Rushton talks about the funding for the No Child Left Behind is being held back if the students don’t do well on the standardized tests. So if the students don’t do well on the testing the teachers are being affected in the way of how much they are getting paid, also affects the school districts funding. This is encouraging the teachers not to teach the way they should, but they are teaching in the way of let’s just make the students do well on the standardized tests. In this article Rushton talks about how the brain of the student learns. Rushton talks about how the pre-frontal lobe is responsible for the thinking skills, creativity, and also making judgments. For the students that are taking the standardized test they may not have this area all the way developed, and that could be one of the major reasons that the teachers are not make the criteria of the test scores. If that is happening should the teachers really be counted responsible for what the student is not learning? Teachers need to create the environment where the students can grow at their own independent rate. “Effective teachers support brain development by encouraging children to make discoveries in well-planned environments that support student autonomy” (Rushton 89). The NCLB provides the funding for the school districts that make the grades on the standardized test but the schools that don’t make the grade has a disadvantage because then the NCLB doesn’t give the funding to the schools. “Research has shown that the teachers employed at low-preforming schools often are less qualified teachers while the students may have less extensive academic preparation” (Rushton 91). The connection in this resource is that it may not be the teacher’s fault...
As students in a Structure & Philosophy class, one of the main components has been to introduce and familiarize us with the No Child Left Behind Act. President Bush passed this legislation on January 8, 2002. The NCLB Act was designed to ensure each and every student the right to a fair education, to give parents more options in their child’s education, and to guarantee all teachers are highly qualified. By highly qualified, the act means teachers must have at least a bachelor’s degree, have full state certification or licensure, and have demonstrated competence in their subject areas (US Dept. of Education).
The law was supposed to make sure that poor children weren’t being left behind. To make sure kids were learning the federal government placed a heavy emphasis on standardized tests. According to chukka the law didn’t do much to close the educational gap between poor students and students who weren’t poor. However the law did force many urban schools to close because they were not meeting federal educational guidelines . Chukka also said “Instead of teaching students to learn the No Child Left Behind law forced teachers to teach to a test because they were being evaluated along with the students”. They wants us to believe everyone has the same opportunity, but the law in my eyes did nothing to fix our unbalanced educational system. When you know and understand all the problems poverty causes on children’s education it 's no surprise when you find out gut wrenching statistics. Cook says” I learned that African American students entering kindergarten for the first time score lower than their white counterparts in reading, mathematics, science, cognitive flexibility and approaches to learning in every category tested. Also African American children are more likely to be held behind in kindergarten. Once a kid things he/she can 't compete with others because they are not smarter, he/she will
The No Child Left Behind Act, a federal social program that tries to encourages after school programs should be eliminated and the extra funds given to schools to decide where it goes.
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.
The No Child Left Behind Act, standardized testing, and the large use of technology are some of the reasons why the United States is falling behind in educational rankings. 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 from 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 takes attention away from children whose learning level is above theirs....
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.
Everyday school systems lose children’s attention and enthusiasm. When compared to National data, the No Child Left Behind law can be successful, but in the long run, it fails from the lack of creativity. In The Impact of No Child Left Behind on Students, Teachers, and Schools, the article states, “using data from a low stakes exam fielded in seven states over a 4-year period, identify the achievement consequences of NCLB” (Ballou & Springer, 160). Some of these consequences is only taking scores from certain grades and putting them towards the schools credibility. For instance the NCLB could take fourth grade reading scores, but not take fifth grade scores. This would not only leave a gap in the schools data, but could also potentially harm the schools reliability. Overall the NCLB is not accurate, nor is it credible. With all the gaps in data and the scores being lower than other international scores, the No Child Left Behind law needs to be