No Child Left Behind; Keep, Reform Or Eliminate? Essay

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No Child Left Behind; Keep, Reform or Eliminate? The No Child Left Behind Act of 2001 has been a controversial law from its beginning. Although its intentions are good, to increase the performance of primary and secondary schools, it has not always fulfilled those intentions. With the upcoming election, NCLB is a hot topic with differing views from all major candidates. The future of our schools depends greatly on what happens with the debates surrounding No Child Left Behind, and who is elected our next president. No Child Left Behind was passed into law January 8th, 2002. Its intention is to increase accountability standards in schools, school districts and in the state. NCLB enacts theories of standards based education which focuses on the equality of outcome for each student in the public school system. NCLB was designed in a four pillar structure that aims for highly qualified teachers, annual student assessment, utilization of scientifically based research and public school choice for parents of students in failing schools. The first pillar of NCLB requires that all teachers be "highly qualified" in order for a school to receive federal funding. The No Child Left Behind act defines a highly qualified teacher as one who has fulfilled the status certification and licensing requirements of the state, have obtained at least a bachelors degree and demonstrated subject matter expertise.[1] Subject matter expertise is determined by routine evaluation of each subject that the teacher instructs. The No Child Left Behind act of 2001 requires that in order for a school to receive federal funding all students must participate in assessment, all students being defined as 95% as the second pillar. These assessments can any form that is determined by the state in keeping with the 10th Amendment. Most states choose to do multiple choice standardized

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