The Expanded Power of Federal Government in American Education Policy: Federal-State Relationship under the No Child Left Behind Act

Abstract

This research paper aims to talk about the expanded power of Federal government in American education policy. The motive here is to discuss the relationship between federal, state, and local governments under the act No Child Left Behind. One of the most thoughtful issues in American politics is about the role of the federal government in American education. Most of the times, the policymakers support local and state control rather than federal directives. Moreover, the legislation of federal education has strong prohibitions against federal education control. Hence, the act No Child Left Behind is a reform of the Elementary and Secondary Education Act, or as it known as ESEA. The act No Child Left Behind or NCLB is an act that emphasize on the role of the federal government in K-12 education. As the federal government has a scanty role in American education, so the motive of this paper is to highlight the relationship between state and federal government as affected by this act, and to discuss the effects of NCLB act that it has on federalism in general.

Introduction

The act No Child Left Behind resulted in setting new standards for federalizing the education, and it has impacted the control of local and states government by limiting it in the field of education. Moreover, the act's goal was to reduce the academic achievement gap in public schools, and unfortunately, the act has failed in achieving this goal.

The role of the federal government in American education has been of great importance for American politics. Normally the local and state control has been supported by almost all the policymakers, whereas, the federal directives were not appreciated by them. Another most important concern because of which the national department of education's development did not take place in the United States as it was taken place by other nations is the federal power's potential abuse. The American system highlighted the issues such as local autonomy and liberty more frequently rather than policy objective's concerns. Undoubtedly, the concerns related to provincial autonomy were rooted in order to preserve minority group's local traditions and their subordination and separation. Until and unless the public did not show their response for federal education legislation, this issue was not taken seriously for many years. Rather, other issues including support for local and state controls of schools, racial change's fear, and religious groups' concerns about subsidies were the issues that took attention of all causing a delay in federal education legislation.

Moreover, federal power was taken more suspiciously by the conservatives. Moderates and liberals were the one who tried to create federal programs so that improvement and growth of American schools could be made possible, and discrimination and exclusion by local and state governments could be challenged. However, conservatives were the one who warned that federal control would be a danger for schools. At that time, the act No Child Left Behind allowed federal mandates ...