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No Child Left Behind Essay

1101 words - 5 pages

In every school in the United States has students that fall behind in classes or don’t get proper education for them to be taught effectively. The No Child Left Behind Act of 2001 was created to push students of all grade levels to keep up in their classes, homework and grades so they could become an idol citizen to society. Even though this act is supposed to keep students on the same page as others, research shows that isn’t the case; that students Adequate Yearly Progress (AYP) test scores are going down. The United States’ push of reaching state standards for public school systems has brought to attention that if these standards are not reached, teachers and school faculty will take the infliction.
“The No Child Left Behind Act of 2001 wasn’t signed into law by President Bush until Jan. 8, 2002, was reauthorization of the Elementary and Secondary Education Act, the central federal law in pre-collegiate education” (No Child 1). Since 1965, the Elementary and Secondary Education Act was established and made the ‘Title I’ programs in schools to aid students who needed extra help on a day to day basis. When the act needed to be reauthorized for 2001, they changed the name of the act to “No Child Left Behind” or NCLB (No Child 1-2). Annual testing shows the federal governments if every student in every public school nation wide are meeting their state’s standards in mathematics and reading.
During 2008-2009, NCLB required science testing due to the sudden spike of needing nurses and doctors in 2017 (Murane & Papay 151). NCLB calculates each public school’s average in mathematics and reading with the Adequate Yearly Progress (AYP) Test, which needs to be taken twice a year. This test only bases the students and the school system over the quality of the scores, not on their overall progress between testing. In 2003, states were required to give out report cards to federal legislature showing a broad spectrum of information such as student-achievement data and information on the performance of school districts (No Child 3).
To be able to reach the state standard scores in schools, NCLB states that schools need to “...teach what is tested approach leaves little room for imagination, scholarship, critical or creative thinking, and problem solving, by focusing educators on the target - a marginalized core”. Teachers and educator are being blamed for not giving the proper education for students to understand and are also blamed for the decreasing test scores, especially from 2001 to 2005 (Gentry 4). On the other hand, there are awards to great achievements on either reaching the state standard or above it. For example, additional funds will be provided for Character Education grants to states and districts to train teachers in methods of incorporating in-depth lessons and activities into the classroom. Another effect of the act is that states must report to parents and the public whether a school is safe based on the student’s experience.
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