No Child Left Behind
The use of the scientific, research-based program Reading First will result in better reading skills for students. Reading First is the $900 million dollar reading initiative of President Bush's "No Child Left Behind". This important "new" way of teaching reading is based upon five components: phonemic awareness, phonics, vocabulary development, reading fluency, and reading comprehension. Using these methods of teaching and the amount of money available, no child will be left behind.
Why the focus on strengthening the reading skills of children? It has been proven that those students who can not read well are more likely to drop out of school and have lower-paying jobs. Reading is the “foundation for success in society” (Paige, 17). Those students that have a strong early beginning in reading have more successful school careers. Success in reading produces greater success in social studies, science, and math.
As a country we are failing our youth in reading. Approximately 40% of students in our nation cannot read at a basic skill level. The majority of students who cannot read on a functional level come from low-income homes. The percentage of fourth-graders from low-income homes is a staggering 70% (Paige, 17). Too often the parents of the children who need the most help do not ask for it, or know that options are available to them. With all the challenges that face lower-income families, they often do not seek out the help that their children may need. In one school system, a fund was set up for children to received additional tutoring outside of the classroom. It was left up to the parents to arrange for transportation to and from the tutoring sessions (Ghezzi, 1). The foundation...
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Manzo, K. and Robelen, E. (2002, May 1). States unclear on ESEA rules about reading. Education Week online. Retrieved February 14, 2003. http://www.edweek.org
PALs and reading first. Virginia Department of Education. Retrieved March 23, 2003. pp. 1-11.
Thomas, D. and Bainbridge, W. (June 2002), No child left behind: Facts and fallacies. Phi Delta Kappan, 83(10), 781.
Toppo, G. (2003, January 28). Most states lag far behind ‘No child left behind’ law. USA Today online. Retrieved April 4, 2003. http://www.usatoday.com/news/education
U. S. Department of Education, Inside reading first—news and events. (April 26, 2002). Retrieved April 3, 2002. http://www.ed.gov
U. S. Department of Education (2002, April). No child left behind: what to know and where to go. Parents’ guide to No child left behind. [Brochure]. Paige, R.
2001, the reauthorizations included No Child Left behind Act (NCLB), which required the states to set the standards for student performance as well as teacher quality. This act helps the educational advancement in schools because it improves the comprehensiveness and fairness of the American education. The NCLB Act was signed by former President George Bush in 2002, which was created to improve student and achievement gaps. In the article, “No Child Left behind and the Transformation of Federal Education
No Child Left Behind 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
LITERATURE REVIEW 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
No Child Left Behind Providing American children with the best education as possible is definitely a goal of the United States. In 2002, the No Child Left Behind Act was created to set high standards for schools and students to help improve the education system. Although the idea of the act seemed promising, the goals and standards were not easily attainable and actually did not greatly improve education. The No Child Left Behind Act failed to meet the goal of closing the achievement gap between
No Child Left Alive No child left behind does nothing but dishearten the students who are proving to be ahead of the average student from wanting to improve. While the struggling students are simply carried from one grade to the next. The No Child Left Behind Act is great in theory but is too heavily reliant on standardized tests and percentages and not enough about what the students actually learn. Being a survivor of NCLB I have had firsthand experience with this topic and from an above average
Initiated in 2002, the No Child Left Behind Act (NCLB) of 2001 intended to prevent the academic failures of educational institutions and individual students, as well as bridge achievement gaps between students. This act supports the basic standards of education reform across America; desiring to improve the learning outcomes of America’s youth. No Child Left Behind has left many to criticize the outcomes of the Act itself. Questions have risen concerning the effectiveness of NCLB, as well as the
combat these issues, the Bush administration implemented an act that purported to help schools to receive necessary funding for qualified teachers and to close the racial and ethnic gaps, known as the No Child Left Behind Act (NCLBA). However, the NCLBA failed to deliver on its promises and left already struggling schools and children in disarray attempting to reach government mandates rather than ensuring a balanced education for every student. The NCLBA was enacted into law in 2002, with the notion
No Child Left Behind Act 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
The No child left beind act didn’t work, because states found loop holes, scores weren’t all reported One big thing wrong with the No Child Left Behind act is the state's found loopholes. These loopholes made it easy for schools and states to pass the standards that NCLB set. In the NCLB act schools were supposed to be 100% proficient by 2014( Alyson Klein). Most people thought this was a good idea at the time and that they could achieve this. Looking back at this standard now the people that thought
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
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
your child was left behind because of a law that stated that they had to be tested in the subjects of math and reading to meet the states standards? The No Child Left Behind Act authorizes several federal education programs that are administered by the states. Under the 2002 law, states are required to test students in reading and math in grades 3-8 and once in high school. The law held schools accountable for how children were taught and how they achieved their goals, etc. The No Child Left Behind
No Child Left Behind, a federal law created to offer support and benefits to disadvantaged students, put into place in 2001 under the Bush administration, altered the landscape of American education, as we know it. It emphasized student performance on standardized test scores and other forms of assessment. Along with this change came the added pressure put onto the nation’s teachers. Teacher performance was now being judged on how students performed on tests, rather than how they were able to regurgitate
No child left behind is a law that was passed to ensure that no child would be left behind. The main goal is to get all students to perform well on their standardized tests. Despite the goals of NCLB, many students have been left behind. There are potential advantages and disadvantages of no child left behind. This paper focuses on the impact of no child left behind has had on students, teachers, and schools. NCLB has been extremely controversial because critics believe that NCLB led teachers to
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