No Child Left Behind Act

The No Child Left Behind Act of 2001, signed into law by President George W. Bush on January 8, 2002, which was a reauthorization of the Elementary and Secondary Education Act of 1965. President Bush once said; “education is the gateway to a hopeful future for America’s children. America relies on good teachers to pass on the knowledge and skills our young people need to achieve their dreams.” “Too many of our neediest children are being left behind.” "No longer is it acceptable to hide poor performance. No longer is it acceptable to keep results from parents," Bush said when he signed the legislation. "We're never going to give up on a school that's performing poorly; that when we find poor performance, a school will be given time and incentives and resources to correct their problems." (Bush)

Everyone has, at one point in time, been taught how to do something. Whether it is how to tie one’s shoes or how to do long division, teachers have been around to help people learn forever. Teachers are an integral part of today’s society, and they will continue to be an outstanding asset in the lives of all the students across our country for centuries to come. Because of teaching’s impact on today’s world and children, I chose to interview my former North Allegheny GOAL teacher, Mr. Dan Williams for my Honors American History GREEF project.

Kris Weaver was called to the stand to testify against the defendant, Terry Martin, but turned out to help him. The teacher confessed to not attending the training program, invented to help teachers determine whether or not students were high in their classes.

When assessing educational legislation and whether it is good or bad law can be muddled by the fact that some part of the law is good versus some being bad. Also, the passing of time can change the viewpoint of such legislation. For instance, the No Child Left Behind Act (NCLB) was largely accepted as a good piece of legislation when the law was enacted, but with the passing of time, we have seen that the NCLB has its problems. The lack of truly funding the legislation, coupled with the fact that standardized testing given to each student, regardless of disability or English as a second language (ESL) status causes issues within some areas of the education system. Even so, there are still parts of the NCLB that are good for education as a

A lot has changed ever since George W. Bush signed the No Child Left behind Act in 2002. Since this act was signed, the quality of our children’s education has gotten better, money in the school system is being spent smarter, and the amount of standardized testing has been increased. Although the No Child Left behind Act was believed to better education and the schooling system in America, many believe that since the act was signed the school system has actually gotten worse. One of the main reasons that it is believed the school system has worsened is because of the major increase of standardized testing. The No Child Left behind Act has made the yearly testing required in all schools. In Colorado the standardized state testing occurs every year in March. The student used to be required to take part in state issued tests from third grade to tenth. This has recently changed. The student must still start in third grade but is required to take the test until at least the sophomore year of high school or until the required courses for the test are tested over. The government should cut down on the amount of standardized tests in K-12 schools. Fewer tests would allow teachers to focus on teaching what is necessary for the student to learn, to spend class time more wisely, and to provide less stress.

The No Child Left Behind Act was created in 2001 by President George W. Bush. The act was created to raise the standards of low performing children. The act was also created to reform an earlier education act put in place by President Johnson as a part of his War on Poverty; the Elementary and Secondary Education Act “...established that children from low-income homes required more educational services than children from affluent homes.” (Reforming No Child Left Behind http://www.whitehouse.gov/issues/education/k-12/reforming-no-child-left-behind )Paragraph and also it budgeted one billion dollars to Title I services in underprivileged high schools. The No Child Left behind act continued on the basis of this principle; however, very little is stated about the high achieving student in either act. The No Child Left Behind program does not address, nor does it provide, educational opportunities or benefits for the higher advanced learners.

“We will not tire, we will not falter, and we will not fail,” is a quote said by former president, George W. Bush, in his address to a joint session of Congress after the September eleventh attacks. The beginning of the twenty-first century marked a start of a revolution. A revolution of social change and global peace. The 2000’s is a decade of advanced technology, new and improved adjustments, and a decade of remembrance.

As far as learning for standardized testing goes there is a federal act involved that plays a role in the educational system and controls how the educational system teaches and tests these students. This act is named, The No Child Left Behind Act. This act makes standardized assessments mandatory for all fifty states. This law serves a purpose to test students in reading and math for grades three through eight. In high school, students are required to test and they are expected to meet or exceed state standards in reading and math. (Elementary and Secondary Education Act) “The major focus of No Child Left Behind is to close student achievement gaps by providing all children with a fair, equal, and significant opportunity to obtain a high-quality education” (Elementary and Secondary Education Act). But since the early 2000s, has this act kept it promise or has the responsibility of this act been not meeting these standards? When this law was first placed, it was said that this act would make it possible for students in the United States to become proficient in math and reading by the year 2014. (National Council of Churches Committee on Public Education and Literacy) But, does this mean that every student in the U.S. will meet these expectations? The National Council of Churches Committee on Public Education and Literacy does not believe so. “The No Child Left Behind Act sets an impossibly high bar—that every single student will be proficient in reading and math by 2014. We

The possible risks of passing a child to the next grade level due to the No Child Left Behind Act (NCLB) could affect children from being the next leaders of America. So much that it has had a tremendous impact on their quality of education, testing skills, learning, and funding. The No Child Left Behind Act was passed in the year of 2002. It was established to require states and school districts to ensure that all of the students' are learning and are reaching their highest potential. It is true that every student can learn, however not on the same day or in the same way. Since the act was passed their policies has changed and so has many of the students situations have changed since then. In spite of the fact that, the polices has changed

The idea of the no child left behind act also known as NCLB was establish and signed into law on January 8, 2002 by former president George W. Bush which was actually supported by both of the political parties. The entire role of the No Child Left Behind act was to ensure the focus of American students to the better idea of getting the American educational system back into the competitive field internationally seeing that in the year 2002 the United States of America was actually ranked number eighteen out of the entire twenty four nations. The No Child Left Behind law has mad a huge break through Americas entire educational system. The NCLB law has given a much greater deal of attention to the way things are being done in the classroom and how it prepared for the classroom which is a important factor in bring America as a country to a much high number in the list of education throughout the world.

The No Child Left Behind Act essentially mandates standardized testing. Every state is expected to develop standards and a testing system. With this act, each state is required to test students of grades 3-8 on reading and math every year, and students in high school are expected to be tested once throughout their high school career. Another important aspect of the No Child Left Behind Act is its establishment of academic early progress, or benchmarks, schools are expected to meet each year. Every school is expected to demonstrate its academic yearly progress, or AYP, and if it does not, the school may be forced to send their students to a higher performing school or offer free tutoring (Klein, par. 9). If a school consistently misses AYP,

would like to start my essay with the following excerpt from the No Child Left Behind Act: "Because fewer than 35 percent of fourth graders are proficient readers, No Child Left Behind requires schools to use research-based reading programs: A primary focus of this law is the requirement that school districts and individual schools use effective research-based reading remediation programs so all children are reading at grade level by the end of third grade. The law authorizes funds 'to provide assistance to State educational agencies and local educational agencies in establishing reading programs for students in kindergarten through grade 3 that are based on scientifically based reading research, to ensure that every student can read at grade level or above no later than the end of grade 3. ' (20 U.S.C.§ 6361)" (page 73, Wrightslaw: No Child Left Behind).

The No Child Left Behind Act was the biggest educational step taken by president Bush and his administration. Its main goal included the increase of achievement in education and completely eliminate the gap between different racial and ethnic groups. Its strategies had a major focus on uplifting test scores in schools, hiring “highly qualified teachers” and deliver choices in education. Unluckily, the excessive demands of the law have not succeeded in achieving the goals that were set, and have caused multiple opposing consequences. These unintended consequences affect students negatively which are who the law is most intended in helping. These consequences include a high focus on the low‐level skills which are reflected on high stakes tests; bad assessment of students who have English as a second language and students with special needs; and compelling incentives to eliminate students who score very low from school, so the test scores are achieved to their full potential and their goal (Darling‐Hammond, 2007).

The No Child Left Behind act of 2001 included provisions for public schools to administer standardized testing to all students. This provisions also states that the title one schools must have adequate yearly progress. If these school’s results are poor for two consecutive years, the school is labeled as “in need of improvement. Parents are given the option to move their child to a “better’ school. Further action can be taken for each consecutive year that the school performs poorly, which could result in a change of staff (U.S. Dept. of Ed). This puts a tremendous amount of pressure on teachers for their students to perform well on these tests. Teachers are more apt to teach to the test for the students to perform well. Standardized testing should be limited in public schools because it only measures a small portion of learning, it is not a true measure of a student’s performance and it leads to a decline in the teaching of meaningful material.

Standardized testing first came into schools after George W. Bush reauthorized the Elementary and Secondary Education Act of 1965 (ESEA) as the No Child Left Behind Act (NCLB) in 2002. ESEA was again reauthorized in 2015 by Barack Obama as the Every Student Succeeds Act (ESSA) (Darrow). Both acts were put into place as an attempt to bring the quality of U.S. education to a standard similar to that seen in other countries after the U.S. Department of Education released a report in 1983, finding that “American students’ academic skills were vastly inferior to those of their counterparts in some other industrialized nations.” In the U.S., school testing and standards “have traditionally been crafted, funded and controlled at the state and