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consequences of no child left behind act
consequences of no child left behind act
impact of no child left behind act
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Policy Problem and Solution
The U.S is now facing a problem that affects children today and in the future. These children are the future of the U.S, so shouldn’t they all have the highest quality of education possible. Through new policies implemented by the Board of Education, education has become a competition for schools to earn their funding. The Race to the top is a mandate (p.81) which is a formal order from the national government that the states carry out certain polices, is supposed to create incentive to improve and reform schools (ESEA Blueprint for Reform, 2009), by requiring evaluation systems of teachers to compete with other schools (A. Levine and M. Levine, 2012). Race to the top has created pressure on states, districts, and teachers to improve test scores as a means to earn or keep funds. The act also rewards districts and teachers that show improvement according to student’s standardized test scores and enforces reform on schools that do not improve or meet the requirements (ESEA Blueprint for Reform, 2009). Pressure can lead to districts, principle or teachers to cheat, so they may keep their jobs or keep their funding (A. Levine and M. Levine, 2012). Teachers, principals and districts salaries are based on rigorous evolutions that are based on student’s standardized test scores. This can also determine who is hired and fired, and which schools get funding and how much funding they will receive (A. Levine and M. Levine, 2012).
The No Child Left behind Act (NCLB), a Conditional grant (p.81) defined as federal grants with provisions requiring that state and local governments follow certain policies in order to obtain funds, implemented high standards in 2001 by the Bush administration. The requirement made by NCL...
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...uchico.edu/eds/pdfviewer/pdfviewer?sid=88915b21-2471-4fbe-b4ef-e2ff4647ea69%40sessionmgr4002&vid=3&hid=4213 . 3 Mar. 2014.
Pianta, Robert C., and Progress Center for American. "Implementing Observation Protocols: Lessons for K-12 Education from The Field of Early Childhood." Center for American Progress (2012): ERIC. http://www.eric.ed.gov.mantis.csuchico.edu/contentdelivery/servlet/ERICServlet?accno=ED535604 . 4 May 2014.
Shelly, Bryan. "Flexible Response: Executive Federalism And The No Child Left Behind Act Of 2001." Educational Policy 26.1 (2012): 117-135. ERIC. http://epx.sagepub.com.mantis.csuchico.edu/content/26/1/117.full.pdf+html . 3 Mar. 2014.
U.S. Department of Education, Office of Planning, Evaluation and Policy Development, ESEA Blueprint for Reform, Washington D.C., 2010. http://www2.ed.gov/policy/elsec/leg/blueprint/blueprint.pdf . 29 Mar. 2014.
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
Bell, Andrea L., and Katie A. Meinelt. "A Past, Present, and Future Look at No Child Left Behind." Human Rights. 38.4 (2011): 11-14. MAS Complete. Web. 12 Mar. 2014.
The No Child Left Behind Act (NCLB) is an education policy originally proposed by President George Bush in 2001. Since then President Barrack Obama has added modifications in order to better educate the students of our Nation. The purpose of the NCLB is to enable all children to the same rights for education. Each child, regardless of race, gender or location should be able to obtain equal education. The policy requires highly educated teachers and annual state testing that is submitted to the government.
In order to determine whether or not the No Child Left Behind Act is doing its job successfully and efficiently, one must first understand exactly what is involved in the act. This act is the most recent renewal of the Elementary and Secondary Education Act of 1965. Similar to laws in the past, this particular act has been revised and added to numerous times to make sure it encompasses everything necessary for the education system and the students. The No Child Left B...
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.
Microsoft® Encarta® Online Encyclopedia, Public Education in the United States, 2004 <http://encarta.msn.com © 1997-2004 Microsoft Corporation. Retrieved November 28, 2004>
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.
Even with the negative and positive functions of No Child Left Behind, there are many areas that still need to ironed out. Under the Obama administration several states have received a waiver from No Child Left Behind, “with this waiver students will still be tested annually. But starting this fall, schools in those states will no longer face the same prescriptive actions spelled out under No Child Left Behind” (Feller & Hefling, 2012). Since 2007, the law has been up for review, but due to opponents of the law there has not been an agreement reached and the law continues to stress our schools and children out. We can only hope that when this law is reviewed and agreed upon that it really is in the best interest of our children and the nation as a whole.
The No Child Left Behind act is the most recent restatement of the Elementary and Secondary Education Act of 1965 put in place by President Johnson to assist with the War on Poverty campaign. Originally, the law was meant to improve educational equity to lower income families, which still remains today. However, since the bill was passed in 1965, it has been reauthorized several times. The most recent being January of 2002 with the “No Child Left behind Act.” Despite the numerous amount of changes the...
Peterson, P. E., & West, M. R. (2003). No Child Left Behind?: The politics and practice of school accountability. New York, NY: Brookings Institution Press.
Lee, Oliver. "Does No Child Left Behind Deserve a Passing Grade?" TakePart. N.p., 6 June 2012. Web. 15 Mar. 2014.
On February 17, 2009, the American Recovery and Reinvestment Act was signed into law (US Dept of Education). According to the Executive Summary of the US Department of Education’s website the purpose of this act was to stimulate the economy, create jobs, and provide funding for education. To encourage education reform at the state level, the competitive grant program, “Race to the Top,” was implemented. This allowed states to apply for grants, provided that certain education reform was taking place within states’ schools. One particular condition under this campaign has led to much debate within our education system, implementing a pay system based on a teacher’s academic performance and the methods used to determine this (US Dept of Education).
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
Stecher, Brian M., Georges Vernez, and Paul S. Steinberg. Reauthorizing No Child Left Behind: Facts and Recommendations. Santa Monica, CA: RAND, 2010. Print.
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.