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Policy Initiative/No Child Left Behind (NCLB)
This paper will examine the NCLB (No Child Left Behind) policy initiative.
The Policy
On 8th May, 2002, George W. Bush signed the NCLB Act into law. The Act represents the 1965 ESEA's (Elementary and Secondary Education Act's) most extensive reform ever. The federal government's role in kindergarten to secondary school education has been redefined through the Act, which is expected to help forge the achievement divide between minority and disadvantaged pupils and their fellow pupils. A nationwide Act such as the NCLB guides state standard development (Case Assignment Module ). These represent a form of course benchmarks, having a significant influence on course planning and development. This title's aim is ensuring every child has an equal, significant, and fair chance at obtaining superior quality education as well as (at least) reaching proficiency on difficult state-level academic tests and achievement benchmarks (Title I - Improving The Academic Achievement of the Disadvantaged). Incorporation of technology in schoolrooms, by means of stand-alone programs or enhancement, must fulfill state benchmarks (e.g., National Educational Technology Standards (NETS)) for educators as well as learners. NCLB also applies the notions of accountability, flexibility and choice, in reauthorizing other key ESEA initiatives (Archived: Executive Summary of the No Child Left Behind Act of 2001). The novel law, for instance, combines Eisenhower's class-size cutback and professional development programs to form a novel teacher quality improvement...
One needs to consider how advocates and policymakers are to assess the impacts of NCLB. Concentrating on 4th graders' performance (which has depicted strongest gains beginning from the early part of the seventies), scholars have revealed that initial growth in test scores has mostly faded since NCLB's passing in the year 2002. Mathematical achievement gains have continued after 2002, though their growth has been slower (Fuller, et.al, 2007). Apparently, performance in a number of states has been steadily climbing. However, the bar that defines proficiency in a majority of states is kept considerably lower, as compared to the definition by the National Assessment of Educational Progress (NAEP). The federal-state result gap has widened since the year 2001. NCLB expects America's lowest performing school districts or schools to display highest academic gain by means of AYP (adequate yearly progress). Concurrently, the policies overlook the funds deficit of these schools and their population (the poorest children are enrolled in them). The most heavily-financed American public schools dedicate almost ten times the amount per pupil that the nation's poorest schools devote. This financial imbalance gives…
References
(2010). Advancement Project. Test, Punish and Push Out: How Zero Tolerance and High-Stakes Testing Funnel Youth into The School. Retrieved July 14, 2016, from http://b.3cdn.net/advancement/d05cb2181a4545db07_r2im6caqe.pdf
Case Assignment Module
Fuller, B., Wright, J., Gesicki, K., & Kang, E. (2007). Gauging Growth: How to Judge No Child Left Behind? Educational Researcher, 36(5), 268-278. Retrieved, from http://eric.ed.gov/?id=EJ782545
(n.d.). Home -- U.S. Department of Education. Title I - Improving The Academic Achievement of the Disadvantaged. Retrieved July 14, 2016, from http://www2.ed.gov/policy/elsec/leg/esea02/pg1.html#sec1001
(n.d.). Home -- U.S. Department of Education. Archived: Executive Summary of the No Child Left Behind Act of 2001. Retrieved July 14, 2016, from http://www2.ed.gov/nclb/overview/intro/execsumm.html
Sennett, A. (2010). Asbury Schools -- Uniting our community through the education of our children. No Child Left Behind and Educational Impact on At-Risk Youth -- Asbury Schools. Retrieved July 14, 2016, from http://asburyschools.wordpress.com/school-reform-the-recall/no-child-left-behind-and-educational-impact-on-at-risk-youth/
It has already been noted that schools have had to trim down on the subjects that are being taught, and the depths to which certain subjects are taught, and this ha of course had a direct effect on teachers' ability to both direct their own teaching and serve what many feel is the true purpose of their work as teachers -- providing true cultural knowledge and critical thinking rather
No Child Left Behind Act (Public Law 107-110, 115), is a Congressional Act signed into law by George W. Bush in January 2002. The Bill was a bi-partisan initiative, supported by Senator Edward Kennedy, and authorized a number of federal programs designed to improve standards for educational accountability across all States, districts, and increase the focus on reading. Much of the NCLB focus is based on the view that American
III. Other Issues and Challenges The No Child Left Behind act is viewed by many if not most of today's teachers as having tunnel vision and that acknowledges little but standardized testing outcomes. Specifically reported by Dillon (2009) in the 2009 New York Times article entitled: "No Child Law Is Not Closing a Racial Gap" that there has not been a narrowing of the gap between white and minority students in
State education agencies and local school districts needs to work to incorporate the major provisions of the No Child Left Behind Act (U.S. Department of Education, 2004a). The evaluator feels it is imperative that as teacher preparation programs, along with state and local education agencies, address the training, recruitment, and retention of highly qualified teachers and conduct counseling sessions for every American classroom. Teacher education programs can prepare future teachers
No Child Left Behind Law On January 8, 2002 President George W. Bush signed the No Child Left Behind Act of2001 (NCLB Act). This historic piece of education legislation reauthorized and considerably expanded the Elementary and Secondary Education Act, first endorse in1965. Its most important title, Title I, has focused federal government attention and money on students in high poverty schools for over 35 years. Congress made noteworthy changes to the
1945 Education is now becoming a very prominent and contentious aspect of American society. As globalization continues to take shape, competitive pressures require a more educated workforce. The American economy in particular is changing from a product-oriented society to one predicated on service. Services rely on intellectual capital that must be cultivated through years of experience and education. In order for America to maintain its economic and political leadership throughout