ipl-logo

No Child Left Behind Argumentative Essay

1486 Words6 Pages

When the No Child Left Behind was first created in 1965, known as the Elementary and Secondary Education Act (ESEA). This gave public schools more funding for the school and gave additional support to the lower class students. Which is a really good thing because then the schools receive chances to improve the resources available to students. The most recent reauthorization renamed ESEA to No Child Left Behind. This then proclaimed that the students are all being taught the same thing. It also tries to ensure that everyone is able to pass that class or grade. (New America Foundation) Through the course of evaluating No Child Left Behind, confronting many problems, explaining existing issues, providing simple adjustments, and stating multiple benefits.
People who grew up without No Child Left Behind seem to try harder, and if they didn’t want to go through the grade again then they would try their very best …show more content…

This would be a great solution because the parent with high school students should not be as willing to hold their hand. They should be there for guidance. Majority of high school students don’t want to go too far away from home just because of the fact that parents are so willing to do whatever their child might need in life. From a parent’s perspective, it is understandable that they want to make the best life for their child, but when is that kid going to know that it is their life and no one owns it. Standardized tests should admit a reward system to go along with it, and students should be able to know exactly where they stand in the spectrum rather than just be given a “you are average” feeling. The reward system should be good enough where the students actually want it but it should not just be for the people that do really well on the test. It should be for any student that has shown growth over their worst

Show More
Related
1226 Words | 5 Pages

Her excerpt was published in 2014. During the 2000s, up until today, there has been many debates and issues regarding the education system. Years before her excerpt was released, an act called No Child Left Behind No Child Left Behind was passed in 2001. This act provided poor children educational assistance and ensured that every child would have an access to education. However, schools would be held accountable for students who are not achieving the expected level of academic success.

Read More
1212 Words | 5 Pages

They argue that the fact that the results of this test can be seen by all parties involved in the education system allows for accountability on the parts of all involved if test results are not where they should be. They argue that this helps educators by ensuring that all, fourth graders for instance, are being taught the same material and are being tested with the same standardized test across the country. This is seen as being extremely beneficial in that it allows for specific districts and school to make the required adjustments in any area that they fall short off versus the national results. It is also seen by these proponents as helping teachers minimize time wasted trying to put together their curriculum by giving them guidance on what to teach allowing them to focus on educating the children under their

Read More
756 Words | 4 Pages

The No Child Left Behind Act required more responsibility from the students of the school and more responsibility from the teachers of the school. The Elementary and Secondary Education Act was then reauthorized again in 2015 by the President Barack Obama. The Elementary and Secondary Education Act was then named the Every Student Succeeds Act. The Every Student Succeeds Act was a United States law that was passed in December of 2015. This Act was made to govern the United States K–12 public education

Read More
2232 Words | 9 Pages

No Child Left Behind was an education reform program created during the aftermath of the terror-attack on September 11, 2001. It was supposed to be the ideal way to deal with the gap betweem the low and high-achieving students in the public schools. To add, it was meant to provide equal education opportunities for the less fortunate students like highly-qualified teachers and separate student achievement data. But, it eventually started to fail (Wood 8-9). No Child Left Behind relied on heavy, punitive testing and having the same benchmark for all students to reach for.

Read More
891 Words | 4 Pages

This non-periodical web source gives a brief overview of the No Child Left Behind Act of 2001. To start off, standardized testing is explained in detail, giving specific examples under the 2002 law of what tests are required at certain ages. The main idea is the goal of the No Child Left Behind Act, which is to shorten the educational gap between regular and advanced students. There are four pillars of the bill; accountability, flexibility, research-based education and parent options. The source further explains the pillars, for example, “Accountability: to ensure those students who are disadvantaged, achieve academic

Read More
1440 Words | 6 Pages

No Child Left Behind The No Child Left Behind Act is a United States Act of Congress that is a rewrite of the Elementary and Secondary Education Act. Brought before congress in 2001 and passed into law in 2002, this act was set into place to close the achievement gap with accountability, flexibility, and choice, so that no child is “left behind” academically. No child left behind is a standardized education reform based on the idea that setting high standards and establishing goals that can be measured, will improve individual outcomes in education by having educational facilities held accountable for testing scores.

Read More
1325 Words | 6 Pages

According to the U.S. Department Education, NCLB give states and school districts “unprecedented flexibility” in how they chose to utilize federal education funds (Four Pillars of NCLB, 2004). The article Teachers’ Views on No Child Left Behind: Support for the Principles, Concerns about the Practices states, “…states can develop their own academic content standards, choose the tests they will administer, and specify the minimum scores students must obtain to be declared “proficient” (2010). The National Assessment of Educational Progress has stated to be considered “proficient”, “Students reaching this level have demonstrated competency over challenging subject matter, including subject-matter knowledge, application of such knowledge to real-world situations, and analytical skills appropriate to the subject matter”

Read More
145 Words | 1 Pages

The adopting of the No Child Left Behind Act outlined the most valid and reliable methods to employ for teaching academic content, and the evaluations of the educators. The No Child Left Behind Act required states to measure student performance through standardized testing and became the cornerstone for mandatory accountability of teachers, students, and school leaders. It focused on improving the academic achievement of students and challenged at-risk and underperforming to close gaps in achievement among students of different ethnic backgrounds. Requiring that instructional programs be rooted in empirical research, No Child Left Behind schools were forced to adopt methods based on scientific evidence.

Read More
1499 Words | 6 Pages

An Introduction of the Topic No Child Left Behind is a wonderful idea on paper. Leveling the expectations for all of America’s youth will raise the level of education for all students, right? Unfortunately, the presumed outcomes hoped for by the government that implemented the law, are not presenting themselves as quickly as hoped. No Child Left Behind has been called an overly ambitious goal and one that will never meet its expected outcomes.

Read More
1340 Words | 6 Pages

Imagine being a child and going to school for six to seven hours, five days a week without any breaks to go run around and play to burn off all the energy stored inside? Today’s schools are under so much pressure to have their students perform at their best and as a result many schools are eliminating gym class and recess to make more room for other studies, and the children are paying the consequences; a major one being becoming obese or overweight because of the lack of exercise. “According to ABC News, the percentage of children ages 6 to 11 who are obese has increased from 7 percent in 1980 to 18 percent in 2010” (Neporent). Limiting the amount of physical activity a child gets during the school day since the No Child Left Behind act was

Read More
660 Words | 3 Pages

No Child Left Behind Critical reflection – Week 4 Julie Bernard Philosophy of Education EDPC 603 Professor Meesuk Ahn, Ph.D. Oct 2, 2017   According to the No Child Left Behind Act, children in grade 3-8 and once in high school are required to take standardized tests.

Read More
915 Words | 4 Pages

The No Child Left Behind Act shows individuals learning at a pace scale (Simpson, 2005). Pace scale in The No Child Left Behind Act shows how a student will be able to on the same playing field but in reality it really varies depending on how a student is being taught. Enlightening students with disabilities through video games could help each pupil understand the curriculum. Students with special educational needs (SENs) crave an altered speed in absorbing the material which is demonstrated. Education and video games could play a vital role in the students with learning disabilities because technology is evolving and changing every day.

Read More
1812 Words | 8 Pages

The value placed upon education in the United States means different things to many different people in the United States of America. Some people believe that the more education they have will be reflected by their finances, meaning they expect to earn more money due to their education. Some believe education will provide them more opportunities in terms of employment. For me education will allow me to be a better entrepreneur, I have yet to see it, but I believe it will happen. No matter what a person expects from education the value diminishes when the education is not suitable.

Read More
2007 Words | 9 Pages

No Child Left Behind (NCLB) has been heralded by many for holding schools, administrators, and faculty accountable for the education of their students. The widespread adoption of NCLB has taken place because many consider the education system of the United States in trouble. Advocates of NCLB argue that schools too often focus on their core performance objectives and that their lack of organization has affected the motivation and accountability of administrators and teachers and therefore, high-stakes testing will make teachers focus on the most critical information (Dee & Jacob, 2011). The Center on Education Policy claims that since the enactment of NCLB in 2002, test scores have increased and thirty-seven states have made medium to large gains (Center on Education Policy, 2007). Its opponents claim that making the assumption that faculty work in their own interests implies that they will respond in a counterproductive manner to mandated accountability policies by only focusing on testable material rather than teaching the larger scope of the subject at hand, which narrows the curriculum commonly referred to as

Read More
1248 Words | 5 Pages

Albert Einstein once said, "Everybody is a genius... But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid". Unfortunately, most school systems depict this quote. They judge a significant amount of the population by their ability to answer a few questions. They rate them with letters and numbers, and force students to be represented by these letters and numbers for the rest of their lives.

Read More

More about No Child Left Behind Argumentative Essay

Related Topics

Open Document