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No Child-Left Behind DBQ

1440 Words6 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. The Act requires all states to develop a form of standardized testing of basic academic skills, focused on math and reading. …show more content…

Combined with the 2000’s recession crises, many high schools and elementary schools have decreased resources or even cut classes in subject areas that are not part of No Child Left Behind 's accountability standards. Since 2007, almost 71% of schools have reduced instruction time in subjects such as art and music to provide more funding to Math and English (http://www.ed.gov/esea). In some schools, even though art and music remain available, students who are not on level with basic skills are sent to remedial reading or math classes rather the other optional …show more content…

In exchange for the strong accountability, No Child Left Behind gives states more flexibility in the use of their federal funding. As a result, principals and administrators have more time to devote to students’ needs and spend less time dealing with government forms. They have more freedom to be innovative and give resources as they are needed; thereby giving parents a greater opportunity to decide what schools need which programs. There has been a lot of controversy about No Child Left Behind. Teachers, schools, educational organizations and even some states have come forward and said that No Child Left Behind to be ineffective, not working, and overall flawed for many different reasons. Reform of the law is moving forward and debates about how to make No Child Left Behind more effective were a constant topic of discussion by schools, states and government officials.

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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.

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395 Words | 2 Pages

Schools are being pushed into college and career readiness and keeping data on student performance. Even though the federal government

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1610 Words | 7 Pages

In some schools spending per student exceeds $10000 per year but the graduation rate is below 50 percent for example in Detroit. Detroit spends about 11100 per year on each student but only 25 percent of their student’s graduate high school. Policymakers should focus on reforming policies and resource allocations to improve student achievement. According to the National Center for Education Statistics 52 percent of public Education expenditures are spent on instruct and this percentage keeps decreasing overtime. Children who benefit from the school choice program usually have higher test scores than their peers.

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145 Words | 1 Pages

There has been plenty of controversy surrounding No Child Left Behind. Teachers, schools, educational organizations and even entire states have come forth and declared No Child Left Behind to be "flawed" and "ineffective" for various reasons. As reform of the law moves forward, debates about how to make NCLB more effective continue across the aisle and even among different schools and districts. In my opinion the failures of the “No Child Left Behind” (NCLB) Act was almost the same as the advancement. Each one of the advancements had a flaw attached to it.

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455 Words | 2 Pages

No Child Left Behind was passed by congress and was signed by President George Bush. The federal role was holding schools accountable for the students academic success due to No Child Left Behind law. Standard testing were given to ensuring that states and schools were performing and were achieving at a certain level. If states did not comply with the new requirements of No Child Left Behind then they were at risk of losing federal funding. The No Child Left Behind was ultimately created to change the fact that American education system was considered internationally competitive­­.

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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

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1543 Words | 7 Pages

With the scandal starting in 2008, America realized that this indignity thrived under George W. Bush’s presidency. The administration which provided the No Child Left Behind Act (NCLB) within schools. NCLB was President George W. Bush 's reauthorization of the Elementary and Secondary Education Act of 1964 (Kahlenburg, 2008, p. 1). Those investigating the effectiveness of it have suggested that the Act encouraged the removal and expulsion of "challenging" students through strict performance standards (Kim et al. 2012, p. 25). This criticism suggests the involvement of NCLB as a force perpetuating the "School to Prison Pipeline" connection.

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560 Words | 3 Pages

In 2009, governors and state commissioners alike came together to formulate the development and implementation of the Common Core State Standards. Through membership organizations such as the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO) (http://www.corestandards.org/about-the-standards/frequently-asked-questions/), they were able to create a system that represented a clear-cut caliber of expectations meant for students in kindergarten to grade 12. Over the past several years, new amendments have been added to keep up with the standard that 48 states have adopted into their school systems, although the adoption of the policy was voluntary (http://www.corestandards.org/about-the-standards/frequently-asked-questions/). Despite majority of the states in the U.S. having decided on the policy already, there has been conflict amongst the parents of the children who are subject to the rigorous and exhausting amount of tests they must take to keep up with what is fixed into their school systems. The argument against test-taking is a controversy in itself as many believe

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671 Words | 3 Pages

Introduction States love to have has much control over every aspect of government. Many states like Missouri were happy to join the ranks of states implementing the Common Core State Standards because it makes sense in terms of unifying standards for all states so all students will have the necessary skills needed to become successful in college career and life. States like Missouri are beginning to have second thoughts about the standards because they argue that the standards restrict the state’s control over educating children, but they seem to forget the rationale for original implantation which is to have all of the involved states working under the same set of standards in an effort to prepare all students for life after high school. The Rigor the Common Core State Standards Should be Embraced

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1749 Words | 7 Pages

One of the biggest flaws is standardized testing has not improved student achievement. " Despite using them for several decades, policymakers and educators do not yet know how to use test-based incentives to consistently generate positive effects on achievement and to improve education." So if these tests aren’t improving our students, then why do we have them? I believe we need to change the tests or improve them somehow so that we do see some sort of improvement. Tests are very crucial to education because they show what a student knows, if we took these tests out completely then we would have no idea if students are improving or declining.

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546 Words | 3 Pages

Over the years there has been an Act authorized to help provide better educational opportunities and support to children of lower income families and disabilities. As of 1965, it was known as the Elementary and Secondary Education Act and it allowed federal spending on K-12 school programs. In 2001, the act was revised and called No Child Left Behind (NCLB), but did not take effect till 2002. The No Child Left Behind Act requires states to test students annually on math and reading starting in third grade. The schools must also hire teachers that are highly qualified to teach the core classes and the state must send annual report cards to schools based on the performance of students on the standardized tests.

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749 Words | 3 Pages

American schools now rely on standardized test scores to prove that they deserve funding. This leaves them to utilize all measures possible to ensure students will improve their scores. Often times an ADHD diagnosis will be recommended by schools so that the school can receive all the benefits of a diagnosis. Although students are given tools to put them equal with their classmates, in “some states [schools] [are] allowed to take students diagnosed with ADHD out of the pool that was used to judge [their] school” (Novotney, 2014).This increase of ADHD diagnoses became apparent whenever funding was impacted by standardized tests. The “No Child Left Behind Act” is a program that makes school funding be affected by how well students perform on standardized tests.

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142 Words | 1 Pages

America’s school system is lacking in what it can offer its students. The inequality in our society causes lower income families to be treated less than someone of higher class. Unfortunately, this difference in status means a difference in the education a child would receice. Even though there are programs, grants, and other sources of help for these children, why are there still children struggling to gain such a basic need? The educational structure is varied from state to state and country to country.

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487 Words | 2 Pages

The basis of No Child Left Behind and some main elements, notable goals and short comings of the former law are discussed. Also

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1283 Words | 6 Pages

Education Reforms Education reform is legislation to improve the quality of education in the United States. Once, grades were the most important achievement for students. However, politicians and the public were concerned that our standardized test scores were not as good as those of other countries. Therefore, state and national governments started making laws to make school more challenging and to test kids more. One of those laws was “No Child Left Behind”.

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