Failure of No Child Left Behind Act

Failure of No Child Left Behind Act

Introduction

The main purpose of this paper is to make an analysis on the implementation of “No child left behind Act”. However, the greatest notion that the paper have is to find all the relevant notions to gather a perfect result for the research. Moreover, analyze the important features that made the act into a failure.

Thesis Statement

There will be emphasizes upon the notions that will discuss the reasons behind the failure of the “No child left behind Act” in schools. However, the paper makes crucial understanding about the act of no child left behind, and the main reasons of the failure of this act. Moreover, the paper will look upon the overview of different reasons that led towards the failure of the no child left behind act.

Literature Review

The 2001 No Child Left behind (NCLB) Act is the reauthorization of the 1965 Elementary and Secondary Education Act (ESEA). NCLB holds states accountable for providing a quality of education for all children. At the core of NCLB is the ultimate goal of closing the academic achievement gap that exists between students living in poverty, students of color and other students (Anderson, 2005). Education Reform is “a plan or movement which attempts to bring about a systemic change in educational theory or practice across a community or society” (Public Education Network, 2007, pp. 45).

Many parents have heard of the No Child Left behind Act (No Child Left Behind). The law made headlines when the U.S. Congress approved it in 2002 because it requires major changes are made in public education. But despite so much attention, parents may have different questions in this regard. What exactly does the law affect? How to detect changes? Basically, the law sets new standards for students, teachers and schools and increase the money spent on education to meet the new obligations. For parents, the most notable change is that your child will have to pass standardized tests almost every year, which contrasts with the previous law, which required much less frequent tests (Public Education Network, 2002).

All districts and schools can benefit from state and regional agencies in school improvement efforts. Sources may include regional education liaisons, educational research-based agencies, state and local legislators, state government agencies, and state departments of education. Many of these programs are funded by federal programs and grants. Federal and state programs also fund the cost of providing after-school tutoring or academic enrichment programs for school districts. The sources can be tapped for staff development and training as well as strategic planning supports (Epstein, 2001). The NCLB raised the bar by issuing policy-based incentives that were created to force schools to reach proficiency on state-level mandated tests. Significantly, NCLB required that schools and districts draw upon the powers of parents and members of community agencies to provide supplemental educational services to schools (Epstein, 1998). The proposed mandates must be met, regardless of the viewpoints of districts and ...