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.
Why are these days treated so differently? These situations began after the No Child Left Behind Act was passed in 2001. This act was passed in attempt to lessen the achievement gap in America. For the past twelve years, all American students have been required to take standardized tests in order to measure a school’s progress and hold them accountable for teaching the expected curriculum. After almost 15 years of this act being enforced, NCLB’s requirements support a one-size-fits-all framework, create a dumbed-down curriculum in schools, allow impoverished community schools to weaken, and lessened the financial support for all schools in the United States.
NCLB aimed to improve schools in four main ways, which are: accountability for results, doing what work best based on scientific method, expand parental options and expand local control/flexibility (Moyers, 2003). Under the act, accountability for results mean states must close the achievement gap plus make sure all children including those who are at a disadvantage achieve academic proficiency. Schools unable to meet the requirements must provide services such as free tutoring and afterschool programs. No child left behind recommend schools to use educational programs and practices which have been proven effective through scientific research. Pare... ... middle of paper ... ...o Seek Sweeping Change in "No Child" Law.
In an annual report card developed by the NCFOT in 2005 accountability was rated with a ?D? and high-quality assessments with an ?F?. They further explain that Bush?s act encourages the use of commercial testing where they should be using classroom based assessments. Also, the accountability is somewhat misleading and can cause schools that are moving forward to turn into test-prep schools (NCFOT, 2005). While this report card focuses on how the NCLB act affects all subgroups in education, it is important to look at one group in particular; the special education students.
This act is a part of the NCLB which helps homeless children receive the same education as non-homeless children and youth do, and succeed in academics. History President George W. Bush proposed the No Child Left Behind Act on January 23, 2001. (No Child Left Behind, 2013). The coauthors of NCLB were Representatives George Miller (D-CA), John Boehner (R-OH), and Senators Edward Kennedy... ... middle of paper ... ...ved 5 November 2013 from www.en.wikipedia.org/wiki/No_Child_Left_Behind_Act Russel, L. Magnolia School District Project H.E.R.O. (Personal Communication, October 4, 2013).
The No Child Left Behind Act of 2001 was signed into law by President George W. Bush on January 8, 2002 and is still in use today. No Child Left Behind (NCLB) is comprised of six major points: annual testing, academic process, report cards, teacher qualifications, reading first, and finding changes (Education Week, 2011). The ideas behind each of these are as follows: Annual Testing: Starting in the 2005-06 school year, states must annually test grades 3-8 in mathematics and reading. Starting in the 2007-08 school year, students must be tested at least once in elementary, middle, and high school in science. These tests are to be aligned with state academic standards.
In 2001, the ESEA was reissued as the NCLB. It was brought into power to improve the educational outcomes of disadvantaged students by implementing yearly standardized testing in English, Math, and after 2007, in Science as well. It holds states, school boards, schools, and teachers accountable to a higher standard. Students are to be 100% proficient in english and math by 2014. As reported by Laura Chapman, some experts believe that up to 85% of schools will fail to meet the target of being 100% proficient in reading and math by 2014 (2007).
(2002). No Child Left Behind. The Facts About...State Improvement Lists. Retrieved April 14, 2004, from <a href="http://www.wrightslaw.com/info/">http://www.wrightslaw.com/info/</a> nclb.facts.state.lists.htm www.Fairtest.org, (May, 2003). Why "No Child Left Behind" Will Fail Our Children.
President Bush quoted, “Clearly, our children are our future…Too many of our neediest children are being left behind” (www.ed.gov). The “No Child Left Behind” Act expands the federal government’s role in elementary and secondary education. The NCLB act was enacted January 8, 2002, and has four reform principles to the act: Accountability, flexibility, Researched-based reforms and parental options. Accountability begins with informed parents, communities and elected leaders so we can work together to improve schools. The states will measure the progress by testing every child in grades 3 through 8 in reading and math, states will implement fair and effective annual tests and Washington will provide funding to states to design and implement tests.
The law is “structured around the annual proficiency testing and reporting of each public school district throughout the nation.” (“No Child Left Behind”) States were required to develop standardized tests that would evaluate both student and teacher progress. These tests would determine what material teachers should use and the amount of funding public schools would receive. Under No Child Left Behind, schools that meet state standards continue t... ... middle of paper ... ...f all levels to continue to learn through ability grouping. Education in the United States will never be perfect but we can learn from the mistakes of No Child Left Behind and improve education for students across the country. Works Cited Darling-Hammond, Linda.