No Child Left Behind

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In January of 2002, President George W. Bush signed on to the No Child Left Behind Act, which caused major reformation to the education world. Along with the changes to policy, it caused an upheaval among the people in the United States resulting in a riff between opposing perspectives. Two sides were taken: one in favor of the act and one against it. Although the goals are to "ensure academic progress and academic equality for all students" (Schmidt), not everybody sees it that way. Ultimately, the No Child Left Behind Act provides both good and bad qualities to education in America, so it comes down to a matter of priorities.

The first side in the argument is the side that is in favor of the act, and more specifically, the side that is in favor of standardized testing. Republicans and democrats alike agreed that a major reformation to education was needed in the United States, thus the No Child Left Behind Act was born. They proposed equal opportunity for everyone, no matter what gender, ethnicity, or socioeconomic level a person is, which aligns with standardized testing. One of the main points of NCLB was to hold a minimum of the same standards for every child. This was the biggest point of the act. It was high time that everyone measured up to America's values of the land of opportunity and equality for all. In order to do this, standardized testing needs to be put into effect. This act was put into effect in hopes of leveling the playing field for everyone, thereby reiterating the importance of equity (Schmidt).

Another issue is that teachers were being criticized, but there was is no punishment in place for them. People in favor of the act supported this because now the state could measure how well the st...

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...s is to let the students who need to advance, do so, and those who need extra help, get the help that they need. By looking at these examples, it is obvious that neither side is perfect. Having a way of measurability is important, but using a two intelligent test to do so and threatening with sanctioned funds is not the way to go about judging students.

Works Cited

Gardner, Howard. "A multiplicity of intelligences." Neuropsychological research: A review. 17-23. New York, NY US: Psychology Press, 2008. PsycINFO. EBSCO. Web. 20 May 2011.

Hlebowitsh, Peter. Foundations of American Education. Iowa: Hunt Publishing Company, 2007. Print.

Schmidt, Tom. "Scratching the Surface of "No Child Left Behind": How "No Child Left Behind" Unfairly Affects Schools with Significant Proportions of Disadvantaged Students." Online Submission (2008): ERIC. EBSCO. Web. 20 May 2011.
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