No Child Left Behind Act (NCLB) Of 2001

3047 Words13 Pages
Introduction: Issue, Policy, Problem The No Child Left Behind act (NCLB) of 2001 was signed by President George W. Bush in January of 2002. The goal of this act was to enhance academic achievement in individuals from kindergarten to high school. The goal of the No Child Left Behind act was to help individuals who were disadvantaged, close the gap between the advantage and disadvantaged, eliminate failure, and monitor progress. The act was based on the Elementary and Secondary Education Act of 1965, which had a major impact on education and was signed by President Lyndon B. Johnson to fight against the War on Poverty. This was the beginning of government stepping in and having a role in education. Before the enactment of the Elementary…show more content…
The primary purpose of the federal role is to employ federal education funds to close the achievement gap between disadvantaged and minority students and their peers, raising all students to a proficient level. The No Child Left Behind act mandates that performance measures be disaggregated, reporting separately scores for specified categories of students which includes economic disadvantage, ethnicity, gender, English language proficiency, and disability (No Child Left Behind, 2001). This allows for groups to be compared determining if the achievement gap between members of less-advantaged and socially devalued groups and other students is being…show more content…
Students have to take standardized tests, in which all the students have to meet a certain standard. What makes No Child Left Behind complicated are schools not being able to meet the needs of the Adequate Yearly Progress year after year, which forces schools to go on school improvement. For every year that a school is on school improvement, there are a lot of criteria that must be met. One reason that schools fail to succeed to meet the needs of Adequate Yearly Progress are the subpopulations: minority children, children with disabilities, children with limited English proficiency, and children from low-income families. Although they are taught to the test, these students have no special modifications while taking the test, which causes numbers to drop on the Adequate Yearly Progress report. Although supports of No Child Left Behind credit the policy for exposing test-score gaps among student groups, they also acknowledge its mechanism for labeling schools that didn't make progress is too broad, its mandated tutoring remedies rarely boost student achievement and the 2014 goal that 100 percent of U.S. students be deemed "proficient" in science and math is unrealistic (Resomvits, J.,

More about No Child Left Behind Act (NCLB) Of 2001

Open Document