No Child Left Behind Argumentative Essay

No Child Left Behind Argumentative Essay
"Four words drove me into retirement–No Child Left Behind. I could no longer attend to the needs
and wants of my students. All I was supposed to do was get them ready to take tests" (Steve
Eklund). Steve Eklund, a schoolteacher in California, states this claim when asked his opinion on
No Child Left Behind by Education Votes, a page run by the National Education Association.
Through this, he shows his complete disapproval of the act and expresses just one of the reasons that
many see it as a burden to American education. Beginning in 2001, George W. Bush declared to the
American people that it was time to make a change in the American education system. The idea was
dubbed "No Child Left Behind." The bill was later signed into law on January ... Show more content
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The act was made to follow–up Lyndon B. Johnson's Elementary and Secondary Education Act,
which was created on April 9th, 1965. However, the No Child Left Behind act twisted itself to
negatively influence the American education system by implementing inane standards and learning
targets that do not measure actual learning.
One overlying problem seen is within the testing that takes place. Through the act standardized
testing is implemented as a way to determine student proficiency levels, taking typical daily subjects
out of the day to make room for test–taking curriculum. Teachers are no longer spending a majority
of time on practical real–world skills, but are cramming the days with test–taking strategies and
skills needed to "prove" their intelligence to the United States government. "High stakes testing
causes teachers to 'teach to the test,' which means narrowing content to focus solely on topics
covered by the tests" (Bohrnstedt et. al. 324). Students are no longer yearning for an education but
rather more are dropping out yearly since No Child Left Behind has taken place, due to the intense
testing that is now required. Teachers are having to
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Essay On No Child Left Behind
No Child Left Behind
The No Child Left Behind Act of 2001 was a US Act of Congress. This law took effect in 2002. This
had an impact on US public school classrooms. Through this law there were several effects in the
way schools teaching their students. this also affected what tests the students had to take and the
teachers training. This also addressed the way schools and their districts were going to spend their
monetary funds. The goal of this act was to provide educators assistance in planning and
implementing programs that were designed to close the achievement gap between disadvantaged
students and their peers. Accountability, choice, flexibility, and methodology were the four pillars of
reform in NCLB (Evesham, 2017).
ESSA
Every ... Show more content on Helpwriting.net ...
Basically the principals. They are the ones who need to make sure that their specific school is
making progress. If this does not happen, everyone's job is pretty much in jeopardy. This can bring a
lot of stress to the teachers now that they are implementing Common core. From my understanding,
a lot of teachers are still learning about common core and they are struggling on how to properly
teach it.
Common Core
Following, the Common Core State Standard initiative have greatly impacted curriculum in general.
Starting from pre–k to high school. Common core has standards that have specific details on where
the students should score on English language art and math at the end of each school year. Tram.
The purpose of this initiative was because a lot of students who were graduating high school were
not academically prepared for a 2 year or 4–year college program. A lot of students are still
graduating high school and they are getting accepted into state universities with a 7th grade reading
level. That pretty ridiculous. How do we expect our undergraduate freshman to graduate when they
are not academically ready to read, write, or comprehend at a college level? The graduation
retention rates have dramatically increase and you have more and more students not dropping out of
college their first year of college. Therefore, I do see the good intent that was placed

The No Child Left Behind Act
On January 8, 2002, George W. Bush signed the No Child Left Behind Act into law (also known as
the NCLB). The No Child Left Behind Act was the latest reauthorization of the Elementary and
Secondary Education Act of 1965, a federal education bill addressing the nation's schools. At his
signing ceremony, Bush stated, "There's no greater challenge than to make sure that every child–and
all of us on this stage mean every child, not just a few children–every single child, regardless of
where they live, how they're raised, the income level of their family, every child receive a first–class
education in America." Although his pledge became the hope for improved education reform, effects
have only been negative and contradictory to what they have promised. Introduced at a time of wide
public concern about the state of education in America, the NCLB legislation set in place several
requirements that reached into every public school and expanded the federal role in education,
making their main goal to improve the education of minorities and disadvantaged students. They set
the measures used to encourage academic improvement of individual students as well as schools as
a whole, and made schools more accountable for student progress. Their tactic to doing this was by
providing federal funds to schools with higher rates of students from lower income families. These
measures range from testing to the quality of the teachers. NCLB law requirement stated that all
schools must hold

Essay on no child left behind
No Child Left Behind Act
Introduction
The No Child Left Behind tends to cause neglect to important subjects because they are non–tested
subjects, such as Social Studies, Art, health, and Music. With the neglect of these subjects, there is
more focusing that's being done on the tested subjects, like Math and Reading. This may cause a
greater impression that NCLB is a positive thing for our educational system but studies show this is
misleading to the public. States can set their own standard test score levels and classrooms being
able to set their own teaching schedules this can allow room for manipulation of the system. Even
though the states have the ability to set their own standards the schools teachers and students who ...
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This is misleading to the public when results of the test come back and show high scores, allowing
them to think that the reason the scores are high is because the NCLB is working. This is another
way someone is not directly changing the grades or the results of the test but yet the situation is
being manipulated to improve the impression given of the NCLB. The negative effect of these
actions are the lack of trust we, the parents, can have in our school systems and the lack of education
some students are receiving simply because they don't test well.
The concerns of the public need to be herd, lack of funding and lack of certified teachers, lead to
lack of interest from students and parents. When Stanik &The Public Education Network, did a three
year study across the country, hearing people's concerns and thought about the NCLB, they
discovered that the concerns were high. Even though people thought that the NCLB had a good idea
and had meant well, it left a lot of room for improvement, it left critical realities behind while trying
enforce its ideas. (2007). Schools without money cannot teach on the same level as a school with
money. When states don't meet the standards then its money is denied. It seems like a never ending
circle. The reality is schools without money cannot provide the proper learning equipment for
students to learn. This results in low or

Good intentions are no excuse to continue a fail policy. Since the No Child left Behind Act (NCLB)
became in effect, teachers have been restricted to teach in a certain way.
The No Child Left Behind Act of 2001, signed into law by President George W. Bush on January 8,
2002, which was a reauthorization of the Elementary and Secondary Education Act of 1965.
President Bush once said; "education is the gateway to a hopeful future for America's children.
America relies on good teachers to pass on the knowledge and skills our young people need to
achieve their dreams." "Too many of our neediest children are being left behind." "No longer is it
acceptable to hide poor performance. No longer is it acceptable to keep results from parents," Bush
said when he signed the legislation. "We're never going to give up on a school that's performing
poorly; that when we find poor performance, a school will be given time and incentives and
resources to correct their problems." (Bush)
NCLB Is Based on Four Principles of Educational Reform
Accountability: Guaranteeing Results
Flexibility: Local Control for Local Challenges
Research–Based Reforms: Proven Methods with Proven Results
Parental Options: Choices for Parents, Hope for Kids (ed.gov)
How Does NCLB Hold Schools Accountable for Results? Several critical elements in NCLB ensure
that schools are held accountable for educational results so that the best education possible is
provided to each and

How could the idea of No Child Left Behind Act and standardized testing become such a terrible
problem, that it has led to a generation of students that are not properly educated and prepared for
college and the "Real World"? My Working thesis is that standardized testing should be removed
from the school system because it is not testing what children know but teaching them how to test.
The No Child Left Behind Act (NCLB), which was passed Congress with overwhelming support in
2001 and was signed into law by President George W. Bush on Jan. 8, 2002, is the name for the
most recent update to the Elementary and Secondary Education Act of 1965. The NCLB law¬ which
grew out of concern that the American education system was no longer internationally
competitive¬¬ significantly increased the federal role in holding schools responsible for the
academic progress of all students. It put a special focus on ensuring that states and schools boost the
performance of certain groups of students, such as English language students, students in special
education, and poor and minority children, whose achievement, on average, fell below their peers.
States did not have to comply with the new requirements, but if they didn't, they risked losing
federal Title I money.
The No Child Left Behind Act dates back to Brown v. Board of Education, when the U.S. Supreme
Court outlawed racial segregation in public schools and determined that the "separate but equal
doctrine" which was unconstitutional.

No Child Left Behind Act (NCLB) was established to close student achievement gaps in academics
by providing all children with equal or significant opportunities to obtain a high quality of education
(Education, 2008). Under the NCLB Act, school administrators and teachers are required to meet
adequate yearly progress goals (AYP) on the standardized state and national tests. These goals
compare student achievement on standardized test from year to year. All students are expected to
show improvement each year and meet or exceed state standards in reading and math by 2014. If
adequate yearly progress (AYP) is not achieved in school districts, the Government issues them
consequences (Elementary and Secondary Education Act (ESEA), 2013). ... Show more content on
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Dweck has demonstrated that students develop a perception of intelligence and what it is. Some
young people believe that intelligence is something that can change while others believe that
intelligence is fixed and cannot be altered. Based on Dweck's research, how a child perceives their
intelligence level will affect how they perform in school (Dweck, 1986, 1988, 2006, 2010). Dweck
states in her research that everyone has certain beliefs about themselves that "create different
psychological worlds that lead to a host of thoughts, feelings, and actions (Dweck, 2006). People
establish these beliefs based on experiences and encounters in their life. Failures contribute to these
beliefs as do successes. Once these beliefs are engrained in people, they will begin to form
perceptions on where they need to be in life and these beliefs can influence their mind set to either a
fixed or growth mindset. A person with a fixed mindset believes that his or her qualities related to a
certain task are unchangeable, while an individual with a growth mindset believes that his or her
qualities related to a certain task can be changed and improved (Dweck, 2006). Studies have shown
that mindset can affect a student's performance in their academic life as well as their social life.
Research also indicates that mindset is something that can affect a student's performance in their
academic performance. Research also indicates that mindset is something

The No Child Left Behind
We, as a country, have some of the lowest scoring in international tests in reading, math, and science
when compared to several other countries. In order to improve education in America, we have to go
to the root of our problem in the school system and find better ways to enforce new rules and
regulations that wouldn't be detrimental to both students, schools, and educators alike. The No Child
Left Behind (NCLB) Act is having a negative effect on our education system because it reduces the
choices of schools for parents, and the distribution of qualified teachers. It also has a negative
impact on the amount that kids are able to learn in school. The NCLB was signed into law in 2001
by President George W. Bush. The act is was meant to give assistance in establishing good reading
and math programs. Programs such as reading first " funded at $1.02 billion in 2004" were made to
help states and their districts set up "scientific, research–based" reading programs for students in K–
3 grades by having districts compete for federal money (Editorial Projects in Education Research
Center 8). Billions of dollars had been put towards programs like reading first but much of that said
money has either been cut or never reach the set target goal of promised money. Despite the
intention to increase student academic achievement, the act has failed to do so in several cases
arguably putting us in a worse situation than before. Proficiency requirements was something that
NCLB brought in that

No Child-Left Behind Act
In the Federal government's role in education, I think it can be seen in the "No Child Left Behind
Act" that the Federal Government has set down certain educational guidelines for the states to
follow. These guidelines should provide the Federal government from the states with information
such as student achievements, performance by school districts; test performed by students in grades
3 through 8, and ensures that teachers meet minimum qualifications for teaching, to get federal
funding from the Federal government. I think that in one way, it could be construed as within the
federalism's constitutional framework, in that the Federal government is making sure that for the
states to receive federal help that they must follow certain ... Show more content on Helpwriting.net
...
Sweden is the only country that scored higher.
Yet many Americans are being left behind. The same survey found that between 21% and 24% of
U.S. adults performed at the lowest level for all three scales, a figure echoed by the National Adult
Literacy Survey (NALS). I think that the State and Federal Government ought to work closer
together to ensure a better education for all Americans. Reference:
Wong, K. K. (2008, December). Federalism revised: The promise and challenge of the No Child
Left Behind Act, Retrieved from: Public Administration Review: Special Issue on The Winter
Commission Report Revisited, S175–S185. Document ID, ProQuest Social Science Journals
database in the Ashford Online Library
Gabriel, T. (2011, October 9). G.O.P. anti–federalism aims at education [News analysis]. Retrieved
from: New York Times (Late Edition (east coast)), A28. Document ID: 2480540871. Retrieved from
ProQuest Newspapers database, in the Ashford Online Library
Levin– Waldon, O.M. (2012). American Government. San Diego, Ca: Bridgepoint Education,

The support for the No Child Left Behind Act plummeted down shortly after the act passed. Many
people supported the act at first simply because they supported the goals of the act, once they saw
the results, their opinions changed. One of the biggest arguments towards No Child Left Behind is
that it is unfair. People believed the resources of difference schools were unequal, and thought the
Title 1 funding that the schools received should go to ensuring all schools had equal resources.
Many people started to realize the faults in using the results of tests to determine if a child was
educated well enough, too. They believe students should be taught other things that will be useful in
their adult lives instead of just basic grade school education (Stanik). No Child Left Behind had
many nicknames that really expressed how people felt about the act. It has been called "No Teacher
Left Standing" "No Lawyer Left Unemployed" and "No Child's Behind Left" all regarding the
unreachable expectations of the act (Fennell, 63). In 2005 Public Education Network conducted a
survey asking about different aspects of No Child Left Behind. 67% of the people surveyed said No
Child Left Behind requires too much testing for students and only 16% thought the amount of
testing was "just right." When asked, what provisions are essential to closing the achievement gap
between children of various groups, the aspects that people thought were most important were
tutoring, adequate funding and

In the case of No Child Left Behind (NCLB), is politics the enemy of problem solving? By
examining selected political controversies surrounding NCLB, it will be demonstrated that politics
is the enemy. Since NCLB's enactment, vast amounts of research literature and news stories have
been published on its effects, which demonstrates the impact and debate generated by this law. The
major goals of this bipartisan legislation were to improve student performance through standardized
testing by using data from annual test scores to measure each students' and schools' progress; to
close the achievement gap between disadvantaged students and their better–off counterparts; and to
hold teachers and schools accountable. All these actions were to ... Show more content on
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The aim is to "fix" low–performing schools. Schools and teachers would be held accountable, for
low performance and the law was considered by many to be overly punitive rather than supportive
(Jost, Ravitch). AYP leads to the next criticism of an NCLB outcome: "narrowing of the
curriculum." Because so much depends on how schools fare on these "high stakes tests," in many
schools, especially low–performing schools, fewer subjects are being taught, so more emphasis can
be put on teaching reading and math and less time is being spent on developing children's problem
solving and critical thinking skills (Ravitch, Stecher, et.al.). Furthermore, to make room for honing
test–taking skills, less time is being spent on teaching subjects in general. This practice is often
referred to "teaching to the test." The fact that too much time is spent working on practice tests is
more than likely an unintended consequence of the law. Not only have schools modified their
curriculum, but also states have adjusted their educational standards so that they are able to achieve
NCLB's requirement of AYP of 100 percent proficiency. Students "fell victim to what many
observers called the school districts' decisions to "dumb down" the standards for measuring
proficiency. It's a lot easier to push down your

No Child Left Behind (ESEA)
Elementary and Secondary Education Act (ESEA)/No Child Left Behind (NCLB). The Elementary
and Secondary Education Act of 1965 (ESEA) and its reauthorization through the No Child Left
Behind (NCLB) of 2001 have the purpose of raising achievement and closing achievement gaps.
NCLB focuses on proficiency for all students within the general education curriculum with grade
level content and authorizes problems that support eligible schools to raise the "academic
achievement of struggling learners and address the complex challenges that arise among students
who live with disability, mobility problems, learning difficulties, poverty, transience and the need to
learn a second language" (IDEA, 2004, p.2) Similarly, IAT through interventions and RTI ... Show
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A class action suit filed in Louisiana in 1981, (Luke S. and Hans S. V. Nix et al.) estimated that one
thousand children were left in limbo for several months waiting for a psycho–educational evaluation
for possible placement into special education (Taylor, Tucker, & Galagan, 1986). Later revisions of
the research in 1984 suggested that a more accurate calculation was ten thousand students were
waiting excessive amounts of time for a psychological evaluation (Taylor, Tucker, & Galagan,

Child Left Behind Failure
The No Child Left Behind Act failed to markedly improve public education, and as NCLB is due for
reauthorization, lawmakers should overhaul the act to focus on the promotion of socioeconomic
integration instead of its current emphasis on school standards and testing. Socioeconomic–and
consequently, racial–integration is a proven method to bolster the performance of low–performing
students in impoverished areas. This paper will explore the absence of any attempts at integration in
the original NCLB Act, along with the inherent weaknesses of the act, which primarily lie in its
execution of standards and accountability. This paper will argue that lawmakers should prioritize
integration over the three other categories of education reform–school ... Show more content on
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The idea that socioeconomic status plays a significant role in academic success was first introduced
in a 1966 report by James Coleman, who found that "an individual student's socioeconomic status is
the best predictor of academic success," and that "the socioeconomic status of a student's peers also
exerts a significant influence on academic performance." Coleman reported "'student body
characteristics [account for] an impressive percent of variance' in student achievement, and the
influence appears greatest on students from disadvantaged backgrounds." Coleman's findings,
though discovered nearly 50 years ago, hold true today; a reanalysis of Coleman's data in 2010
"using a more sophisticated statistical technique found that the social class of the school matters
even more to student achievement than does the SES [socioeconomic status] of the family." Further
research from 2009 has found that "black and Latino students had smaller achievement gaps with
white students when they were less likely to be stuck in high–poverty school environments," while a
study in 2005 found that "a school's SES had as much impact on the achievement growth of high
school students in math, science, reading, and history as a student's individual economic status." It is
also worth noting "other studies have found that poor students in middle–class schools achieve at
higher levels than poor students in predominantly poor schools, even when the poor schools spend
more per pupil." The success of socioeconomic integration is evident even in other nations; Finland,
for example, a country with a "remarkable education success story," has the lowest degree of
socioeconomic segregation of the 57 countries participating in PISA (the Program for International
Student

Priscilla Rojas
English 1A
Mrs. Santani
13 December 2017
There have been many efforts made by the U.S government to reform our public–school education
system. In the year 2002, a law promoted by George W. Bush required public schools to provide
demographics on each one of their students. With this system in place, it ensures that no child
enrolled is neglected from this system. The No Child Left Behind law is a disadvantage to our
public–school system. Even though this act was put in place to aid our students, it is ultimately
crippling them. Children with learning disabilities are required to take standardized tests to comply
with the government requirements. One of the main features of the No Child Left Behind Act is ...
Many penalties include the following "Replace principal, strengthen staffing, implement research–
based instructional program, extend learning time and implement new governance." (Jost 341). Even
though No Child Left Behind Act forces all schools to provide a top–quality education to students
who are often overseen in America's public education system. Including students with disabilities,
children from low–income families and non–English speakers, as well as all other ethnicities. For
the first time in U.S. history, educational progress is tracked separately and required to be shown for
each ethnic group in each school, rather than one average for an entire school. Previously, to prove
progress, schools could focus on increasing test scores or related data for a small, bright group of
students to bring up the average, rather than ensuring that all students are given an equal opportunity
at a world–class education. This new law was supposed to close the achievement gap and set higher
standard for the overall population of the students. But results have shown that dropout rates have
increased tremendously because students are overwhelmed with an over rated state standardized
test. Teachers are obligated to teach the content required for students to achieve high test results. A
method teachers often us is called the "banking method. As a team of coined by Paulo Fair
explained this method as "Education thus becomes an act of

There are benefits that occur through changes in behavior in the presence of a test, often those that
are standardized and/or high–stakes. These changes in behavior may include an increase in
motivation, not only in the student but also in the teachers and administrators (which is arguably one
of the primary purposes of a high–stakes standardized test). There may also include "the
incorporation of feedback information from tests, an associated narrowing of focus on the task at
hand, and increases in organizational efficiency, clarity, or the alignment of standards, curriculum,
and instruction." Though often considered benefits by community members, educational researchers
often count these behavior changes as costs (Phelps, 2005, p. 57). Review source for more
information.
The No Child Left Behind Act (NCLB) required test score data. Due to the requirements of the law,
many schools became more test–focused and data–driven, and the amount of time spent on testing
and test preparation grew significantly, as much as one hundred per cent in some schools
(Guidbond, Neill, & Schaeffer, 2013, p. 11).
High–stakes testing through NCLB has led to epidemics of cheating, such as in Atlanta, Georgia, in
2011. In this example, cheating was confirmed in 44 public schools, and 178 teachers and
administrators were involved. The was a culture of "fear, intimidation and retaliation spread
throughout the district," according to a Georgia Bureau of Investigation report. This was only one

The No Child Left Behind Act "NCLB" was a bill passed by the Senate in 2001 and signed into law
by President George W. Bush on January 8, 2002. It was a revision of the Elementary and Secondary
Act "ESEA" of 1965 by President Lyndon Johnson. The NCLB was intended to help children in
lower–income families achieve the same standard of education as children in higher income
families. This was done by the federal government providing extra finances for Title I schools in
exchange for a rise in academic progress. According to Fair Test, if a state wanted to receive funding
through the NCLB, the state had to set a proficiency level through standardized testing in grades 3–8
and once in high school, and report those scores to the public (Fair Test). The NCLB act had a goal
of reaching 100% proficiency in all schools by the end of the 2014 academic school year This goal
would mean a dramatic change in the schooling system and how we look at and treat education. Not
only would the students be affected nationwide, but so would teachers and schools. But should the
government and politicians be allowed to govern what is being taught in our children's classrooms
instead of their teachers? Although the intentions of the NCLB Act were noble and for the benefit of
all, good intentions don't make for a good education.
Frederick M. Hess writes that the NCLB was intended to "ensure that federal funds were being used
effectively and that vulnerable children would no longer be overlooked" (qtd.

Ever since President George W. Bush implemented the No Child Left Behind (NCLB) act in 2002,
states across the nation have developed a wide array of methods to keep education systems
accountable. When identifying the role the NCLB has in America's education systems, Professor of
Educational Policy Studies at the University of Arizona Jill Koyama determined that the NCLB act
requires "... states [to] implement accountability systems that assess students annually and, based on
those assessments, determine whether schools and districts are making adequate yearly progress"
(549). Therefore, the NCLB was originally created to incentivize learning in schools which lack
adequate results and to provide additional funding to these persistently low ... Show more content on
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Furthermore, NCLB and ESSA differ with test accountability: states and districts are now
responsible for determining what supports and what interventions are implemented in low–
performing schools. With the increasing improbability that students will make livable wages with
only a high school education, one of the primary goals of ESSA is to fully prepare all students for
success in college and careers. The Education of Trust (TET) senior research associate Marni
Bromberg and former director of research at TET Christina Theokas found that many students leave
high school with a diploma, though without a path toward college or a career. Their research
revealed that 47%, or nearly half, of American high school graduates complete neither a college–nor
career–ready course of study (Bromberg and Theokas 9). A college readiness curriculum is defined
as the standard 15 course sequence required for entry at many public colleges, and a career–ready
course of study is defined as three or more credits in a broad career field such as health science or
business. ESSA requires that college and career counseling, as well as advanced coursework, be
made available to all students, not just high achieving students or those in upper income
neighborhood schools. Although the ESSA is a significant improvement in regards to the NCLB,
these education laws all manage to pose serious threats to students' educations by hindering the
learning environment with high–stakes testing. While the

Child Left Behind Flaws
Krista Nicholson
Professor Adams
English 205
12 November 2014
Every Child Left Behind Signed into law by George W. Bush on Jan. 8, 2002, The No Child Left
Behind Act (NCLB) was supposed to drastically mend education throughout America (Moe). It
forced states to test students in reading and math in the third through eighth grades and further
release the results to the state to assure the students were meeting the standards. The data gathered
unveiled an astonishing achievement gap and to a certain extent highlighted schools and systems
that needed vast improvements, but it also created a culture of teaching to the test, strict curriculums
and put a massive amount of pressure on students and teachers to meet these high standards. Since
2002, the federal No Child Left Behind Act has ... Show more content on Helpwriting.net ...
"Reauthorize, Revise, And Remember: Refocusing The No Child Left Behind Act To Fulfill
Brown's Promise." Yale Law & Policy Review 30.1 (2011): 169
194. Academic Search Premier. Web. 28 Oct. 2014.
Moe, Terry. "An Education In Politics: The Origin And Evolution Of No Child Left
Behind." Political Science Quarterly (Wiley–Blackwell) 129.2 (2014): 333–336. Academic
Search Premier. Web. 28 Oct. 2014.
O'Brien, Thomas V. "America'S Public Schools: From The Common School To 'No Child Left
Behind'." History Of Education 42.2 (2013): 275–277. Academic Search Premier. Web.
27 Oct. 2014.
Ravitch, Diane. "Saving Our Public Schools." Progressive 77.10 (2013): 18–21. Academic
Search Premier. Web. 27 Oct. 2014.
Webley, Kayla. "Why It's Time To Replace No Child Left Behind." Time 179.3 (2012): 40
44. Academic Search Premier. Web. 28 Oct.

No Child Left Behind Act Essay
Richmond County School District is located in Augusta, Georgia. Augusta, Georgia is the second
largest and oldest city in Georgia with a population of about 200,000. The school district includes 56
schools that serves 32, 426 students grades Pre–K through 12. There are 33
Elementary schools, 9 Middle schools, 8 Comprehensive high schools, 4 Magnet schools, 1
Special school and 1 Charter school.
The student demographics of Richmond County Public Schools are: 70% African
Americans, 22% White, 4% Hispanic, 3% Multicultural and 1% Asian. The district has a graduation
rate of 58.3% for all students. Within the district there are 28 elementary schools, 8 middle schools
and 4 high schools that are Title 1. Richmond County Schools are considered urban, with some
schools in the rural areas.
Explanation of choosing the "No Child Left Behind" Act The "No Child Left Behind" (NCLB) Act
is an important topic in education to me, because I was a student when the act went into effect and
I'm currently an Educator as the act comes to an end. I am able to look at the effectiveness of the act
as a student and as the Educator.
The NCLB act went into effect during my generation and now I teach under the act to the current
generation of students; therefore, it has a personal effect on me in my career and previous education.
The High school that I attended was a Title 1 school, meaning that the school received funding to
ensure that all students had the opportunity to receive a high quality

The Harmful Effects of No Child Left Behind
The Harmful Effects of NCLB
The No Child Left Behind act is the Bush administration's sweeping educational reform, aimed at
improving the performance of the nation's public schools by introducing accountability. Supporters
of the act claim that it will increase the performance of all school children by raising the standards
and allowing parents greater freedom in choosing the school they want their child to attend. The act
also puts in place a system of punishment for schools if their student body does not perform to the
standards set down by the National government (NCLB act). As well as increasing standards, this
act also encourages teachers to use a curriculum which the government developed with
"scientifically based research" (a ... Show more content on Helpwriting.net ...
She had wanted to tell him that he didn't have to take the test, and that he could do something else
until the other children were done, but because of the NCLB act, she had to make him sit there for
the entire test period while he cried uncontrollably. This type of overarching test not only prevents
teachers from catering to lower–performing students; it also prevents them from challenging the
exceptional students. When a teacher is required to teach all of the children at the same level, it
prevents many kids from learning to their potential; instead forming an environment in which every
child strives for mediocrity.
Many teachers complain that all of the joy of teaching, the very reasons why they went into the
profession, have been replaced by prescripted lessons and impossible standards (Tyre 1). One
teacher from Ohio describes how she teaches words by pointing at each letter and having the kids
tell her the sound, and then asking the class as a whole what the word is (this lesson coming from a
book of 200 pre–made lessons) (Wood 13). These types of universal instruction abound through all
public schools. It is clear that when teachers are required to teach this way, they will be unable to
cater to specific children's needs, instead pushing them all toward the same, standardized goal. I
observed this effect with my own eyes while tutoring for a 3rd

No Child Left Behind Standardization
The large change for standardization began with the implementation of the No Child Left Behind
Act (NCLB) in 2001. According to professors of education Delilah David, Ingrid Haynes, Bernnell
M. Peltier–Glaze, Summer Pannell, and head of Texas Marshall County school district, Carrie
Skelton, the NCLB was responsible for a number of undesirable consequences in school
administration. Districts became responsible for test scores from individual schools, creating
pressures among administrative officials to perform well. The act also made it easier for the federal
government to become more involved in education, primarily in its finances. Dr. Martin Wasserburg
conducted an assessment of lower–income schools in an urban area and found that t ... Show more
content on Helpwriting.net ...
However, the NCLB has fallen far too short of its goal. Standardized testing has not only failed to
help disadvantaged students, but has hurt them and their districts as well (Wasserberg). Write more
The increase of standardization in education in the years following the NCLB's implementation
brought more undesirable consequences, one of them being the pressure placed on teachers to
perform well. More now than ever, teachers are accountable for the test scores and performances
given by individual students (Wiliam, Dylan). In fact, the main purpose of standardized testing is
not to assess the contextual knowledge of students, but rather to act as an assessment of teacher
performance and quality. Teachers are held more accountable for the scores of their students than the
students themselves are, despite the proven lack of control that teachers have over test scores. This
particular facet of the American education system sets us apart other developing countries, where
students are held as equally accountable to their scores as teachers are. According to Dylan Wiliam,
two–thirds of the reasoning behind test scores can be traced back to socioeconomic factors, further
showing that teachers have a small influence in a student's test score, and that they should not be
assessed based on them alone.
When

Background and Significance
Education is a common topic and is frequently studied, especially since the implementation of the
No Child Left Behind Act (NCLB) in 2001 by President George W. Bush. Mississippi is often
ranked near the bottom of the list when compared to other states in terms of education quality and
performance. In a report by Ladner and Myslinski (2014), Report Card on Education, Mississippi
was ranked number 43 out of 51 (50 states plus the DC area) for the 2013 school year. While this is
an improvement compared to 2011 when we were ranked number 48, there is still much work to be
done.
Background and Significance
The topic of this proposal relates to the effect of assistant teachers in the classroom. The hypothesis
is not only do assistant teachers provide support to the teacher but they also support children who
are struggling. In order to study this, we will review the test scores for children in kindergarten
through third grade who have had assistant teachers in their classroom and compare their
standardized, state required, test scores to students who did not have assistant teachers. In addition,
we propose since the implementation of NCLB (2001), educational requirements of assistant
teachers have increased and therefore we should see a more positive effect on test scores due to
increased assistant teacher knowledge and education. This study will not only ask assistant teachers
about their daily tasks, but also their educational and experience

No Child Left Behind Essay
Since its inception in 2001, the No Child Left Behind Act (NCLB) has only made the divide in
quality of education greater, and was ultimately detrimental to the American Education System.
When President George Bush first proposed the NCLB, his intention was to level the playing field
and provide an equally excellent education for every American student, what happened though,
could not have been further from George Bush's intentions. The whole basis of the NCLB is funding
for performance, meaning that schools will receive funding proportional to how well they perform
on federally mandated standardized tests. At the time that this program was created, American
students were testing progressively worse as they matriculated in school. For ... Show more content
on Helpwriting.net ...
As time went on, these schools saw less and less federal funding, resulting in progressively worse
test scores. The situation is a true catch 22, since the only way to get more funding is by having high
performing students, which itself requires more funding. For most schools in this situation, they
would ultimately be without federal funding after repeated failed attempts at meeting federal
guidelines. Meanwhile, affluent suburban schools were receiving more funding than before as a
result of their already high test scores. This created a growing divide between the quality of
education in America; schools were either well funded or left in the dust.
As per the legislation, schools were given three years to improve their scores or be left behind.
Rather than put the blame on a lack of funding though, President Bush instead cited a stubborn
attitude and unwillingness to change as reasons for failure amongst poor performing schools. It is
quite evident that the former president grossly misunderstood the dynamics of underfunded schools,
since this rationale mostly isolated schools in poorer areas and punished them for what they could
not help. When asked president George Bush said that he was giving these poor performing schools
an opportunity to perform; however, the grace period he so generously allowed, did not include any
new additional funding during that time span. Most schools were not affected by this since they had
already met the federal

Introduction
The No Child Left Behind Act (NALB) was signed into law by the former President of the United
States George Walker Bush on the 8th of January 2002. It was a congressional attempt to encourage
student achievement through some reforms focused on elementary and secondary education
programs in the United States. The NCLB requires that within a decade all students including those
with disabilities to perform at a proficient level on their state academic evaluation tests. The stated
goal of the NCLB is to make certain that all children receive a fair, equal, and a significant chance to
get a high–quality education, and reach, at a minimum, proficiency on the challenging state
academic achievement assessments and ... Show more content on Helpwriting.net ...
Many of these students with disabilities had been traditionally left off from state evaluation and
testing programs. The NCLB thus ensured full participation of all students and was expected to be
an intimidating experience for ones with disabilities.
A key perception that provoked the implementation of the NCLB was that the system of public
elementary as well as secondary schooling in the U.S. was fragmented and jumbled. There were too
many schools that were focused on their inadequate performance objectives insufficiently. This
organizational slack reproduced weak incentives as well as a lack of accountability by teachers and
the administrators of the schools. Further, the interests of the teachers and school administrators
were viewed as imperfectly allied with those of the parents who could not make decisions or
evaluate the decisions made by school administers and teachers regarding their children's education
easily. While all parents would want to see their children perform well in schools, some of the
teachers and administrators were more interested in getting their salaries than helping students
perform excellently. They would be comfortable with their students' average performance and would
not even go an extra mile to further ensure more improvement. Parents were less involved by

No Child Left Behind Act Of 2001
No Child Left Behind– Is It Working
Veolia White
English 1302
Professor: Sandy Jordan
February 27, 2015
The No Child Left Behind Act of 2001, signed into law by President Bush on Jan 8, 2002, was a
reauthorization of the Elementary and Secondary Education act, which included Title 1, the
government's flagship aid program for disadvantage students.
Many educators were excited about NCLB when it was first signed into law. Test scores were
improving. The test scores of minority students have improved since then. The NCLB made sure
teachers were qualified for the jobs. One benefit of regular testing it helps schools identify students
who needed the extra help. Parents have a better idea of how their child is doing. The test scores are
made ... Show more content on Helpwriting.net ...
The percentage of students not tested. He names of the schools in need of improvement. The NAEP
results must also be included on school and district report cards. Parents can find out how the school
is performing. You don't have to wait for the school report card to be issued; you can discover a
great deal by reading its school profile on GreatSchools.org. ask the school principle what the school
is doing to close any achievement gaps between different groups of students. The parents can also
see what the school is doing to train, keep well qualified teachers. You can ask about your state's
Unsafe School choice Option and whether state officials have certified in writing to the U.S.
Secretary of education that your state is in compliance with this provision as a condition of receiving
funds under No Child Left Behind.
The act requires students to develop assessments in basic skills. To receive Federal School funding
states must give these assessments to all students at select grade levels. The Act does not assert a
national achievement standard each state develop its own standards. No Child Left Behind expanded
the Federal role in public education through annual testing, annual academic progress, report cards,
Teachers qualifications, and funding changes. All students take the same test under the same
conditions. Each year, fifth graders must do better on the standardized test than the previous year
fifth graders. Schools that miss the adequate Yearly progress(AYP)

When President George W. Bush signed the No Child Left Behind Act (NCLB) into law in 2002, the
legislation had one goal–– to improve educational equity for all students in the United States by
implementing standards for student achievement and school district and teacher performance.
Before the No Child Left Behind Act, the program of study for most schools was developed and
implemented by individual states and local communities' school boards. Proponents of the NCLB
believed that lax oversight and lack of measurable standards by state and local communities was
leading to the failure of the education system and required federal government intervention to
correct. At the time, the Act seemed to be what the American educational system ... Show more
content on Helpwriting.net ...
With the NCLB's focused emphasis on English and math standards, other educational areas such as
the arts and sciences have been overlooked. The No Child Left Behind Act also focuses on bringing
the lower scores up and not helping in raising the scores of those students who are already at higher
levels leaving these higher achieving students behind in a push for equality. Although test scores
have risen and the achievement gap between minority and white students has decreased, the No
Child Left Behind Act has damaged the United States educational system by not addressing the
needs of all students, forcing curricula to exclude arts, civics, foreign language and sciences, and
emphasizing testing and not learning. It is time for a change.
Proponents of No Child Left Behind cite the rise in test scores as evidence that the Act is meeting its
goals.
According to the National Assessment of Educational Progress (NAEP), the largest nationally
representative and continuing assessment in the country, the score of an average 9 year old inclined
up only 4 points in reading during the three decades prior to the passage of NCLB. That works out
to a glacial gain of approximately 0.1 point per year. By contrast, from 1999 (the last scores
available before NCLB was enacted) to 2012, our country's 9 year olds have gained 9 points in
reading–or an average of 7 times as much annual growth. (Hatalsky)
However, Jack Jennings,

Hook:
"I used to love teaching," said Steve Eklund, a retired California teacher. "Four words drove me into
retirement–No Child Left Behind. I could no longer tend to the needs and wants of my students. All
I was supposed to do was to get them ready to take tests."
Intro (with thesis):
The surviving NCLB mindset of standardized tests being an accurate measure of a students
achievement is a problem because it affects our student's education and increases performance
pressure on teachers. What people fail to realise is that students are receiving a worse education
because they are not learning, rather being taught to test.
Sir Ken Robinson, and international education advisor states "We have to see assessment as moving
from judgment to ... Show more content on Helpwriting.net ...
"Do Standardized Test Scores Factor into How Much Money a School Will Receive?", Synonym)
The NCLB mindset of standardized testing equating success and funding, has not gone away. Tests
and grades are still shoved down our throats, with threats of failure lurking in the shadows.
Standardized testing Gregory Michie, an award–winning educator and author, discusses the stress
standardized testing has on teachers in his book, Holler if You Hear Me. In the Intro to the Second
Edition, Michie describes another teacher being asked to 'teach to the test'.
"One Chicago teacher told me her principal instructed their staff at the beginning of the year not to
spend any class time on social studies or science – until testing was completed in march.... Teachers
feel handcuffed and disempowered, and are often forced into acts of creative insubordination in
order to maintain their sanity. They spend their days trying to piece together a meaningful
educations for their kids despite – not because of – the flood of testing related mandates that come
their way." (2009, XXIV)
In my 11th grade social studies class, there were 45 students with one teacher. The entirety of of this
class was worksheets, followed by a test, followed by more worksheets. They were simple 'fill–in–
the–blank' questions, copied

No Child Left Alive: A Critique of No Child Left Behind...
No Child Left Alive No child left behind does nothing but dishearten the students who are proving
to be ahead of the average student from wanting to improve. While the struggling students are
simply carried from one grade to the next. The No Child Left Behind Act is great in theory but is too
heavily reliant on standardized tests and percentages and not enough about what the students
actually learn. Being a survivor of NCLB I have had firsthand experience with this topic and from
an above average students point of view it really deterred me from wanting to push myself further
and eventually lead to me falling into the average category as my high school career came to an end.
Teachers and students treat education with the idea of "just ... Show more content on
Helpwriting.net ...
The federal government found a need to get involved with the educational system putting an
emphasizing on math and science to help further advance our technologies. The government did that
with the passage of the Elementary and Secondary Education Act (ESEA) in 1965. The ESEA was
part of President Lyndon B. Johnsons "War on Poverty" and the first part of the program allocated
funds to primary and secondary schools. The second part of the Act aimed to created equal
availability of education to all with no discrimination and to create higher quality of learning.
Another contributing factor that later laid the ground work for NCLB to follow was the Texas
Educational Accountability System enacted during the 1980's. This was the first time the use of
standardized tests were used to evaluate teachers and keep them accountable for how their students
preformed. This Act came from President George Bush's home state when he was governor and he
later used these ideas to create No Child Left Behind with the help of his Secretary of Education,
Margaret spellings.
The No Child Left Behind Act (NCLB) is just an extension of the ESEA of 1965. NCLB was passed
by the House of Representatives and Senate almost unanimously and signed into effect January 8th
2002 by President George W. Bush. The Act is the first time in the history of the federal
government's association with

Child Left Behind Act
The possible risks of passing a child to the next grade level due to the No Child Left Behind Act
(NCLB) could affect children from being the next leaders of America. So much that it has had a
tremendous impact on their quality of education, testing skills, learning, and funding. The No Child
Left Behind Act was passed in the year of 2002. It was established to require states and school
districts to ensure that all of the students' are learning and are reaching their highest potential. It is
true that every student can learn, however not on the same day or in the same way. Since the act was
passed their policies has changed and so has many of the students situations have changed since
then. In spite of the fact that, the polices has changed ... Show more content on Helpwriting.net ...
Yes, some policies and guidelines have been changed, but is it growing with the different
communities and disadvantaged students? When the No Child Left Behind Act was implemented
and signed by President George W. Bush in 2002 it was designed to hold the schools accountable for
the children's education (Klein, 2015). In order for our children to become the next leaders of
America our educational system must be changed as well. If the funding can be provided as it is,
then the time, quality of education, testing skills, and learning abilities can be increased. After all,
the school boards of education across the United States is committed to its mission of preparing all
students for success in learning, leadership, and

No Child-Left Behind Act
Marisol Cosme–Hernandez
Danniel Ward–Packard
English Composition
4/4/2015
"Accountability is incredibly important for the school systems. People shouldn't fear accountability,
they ought to welcome an accountability system as a useful tool to make sure no child is left behind"
George Bush quoted. When the No Child Left Behind Act was passed in 2001, president George
Bush along with many other people had different expectations at that time. Expectations that
included improvement in testing scores, progress increase in grades along with improvement in
teachers. For a short period of time this appeared to have worked, however with the course of time it
is evident that NCLB has many flaws that have reflected in the outcome. ... Show more content on
Helpwriting.net ...
2010 report by the Annenberg Institute for School Reform, over 17% of Houston teachers ranked in
the top category on the Texas Essential Knowledge and Skills reading test were ranked among the
two lowest categories on the equivalent Stanford Achievement Test. The results "were based on the
same students, tested in the same subject, at approximately the same time of year, using two
different tests." (Sean P. Corcoran, "Can Teachers be Evaluated by Their Students' Test Scores?
Should They Be? The Use of Value–Added Measures of Teacher Effectiveness in Policy and
Practice" (676 KB) pdf logo, www.annenberginstitute.org, 2010) Another important part of the No
Child Left Behind Act was that teachers' performance was going to be measured based on
standardize tests taken by their students. While this may sound like a fair deal teachers should not be
held accountable for annual progress as a child's education is both responsibility of both teachers
and parents. Many people would argue that it is a teacher's job to teach because they are getting
paid. However we as parents need to have in mind that we cannot give all responsibility to the
teachers as learning should happened at school as well as at home. We as parents need to provide
our children and their teachers the correct tools to make out children successful in their education.
We cannot expect teachers to do all the job when parents and teachers should be working together to
help our children succeed. Some

No Child Left Behind Analysis
This paper will be concerned with the federal legislation known as "No Child Left Behind" (NCLB).
The proclaimed intention of this law is to improve both the quality and equality of education in the
United States. NCLB attempts to do this by focusing on the use of standardized academic tests.
Many educators have criticized NCLB for its philosophical assumptions and for having an impact
that is the opposite of what is supposedly intended.
Historical Background
The ideas behind NCLB stem from changes in the federal government's role in education, which
have been occurring since the 1950s. In 1954, the Supreme Court decision in Brown v. Board of
Education outlawed the practice of racial segregation in America's schools (A guide, 2004, p. ...
Susan Ohanian, in her introduction to an article by Cook (2004), points out that compliance with
NCLB necessitates the expenditure of a great deal of time, energy, and money. In an article
published by FairTest, an organization that is opposed to NCLB, it is claimed that the legislation
fails to address the real problems that schools face and it is overly focused on being "punitive"
against schools that fail to rise above INOI status (FairTest, 2004, n. p.). Karen (2005) notes that
NCLB has thus far been characterized by "inadequate funding, a poor understanding of the nature of
educational and social inequality, and an even worse implementation plan" (p.

No Child Left Behind Essay
As students in a Structure & Philosophy class, one of the main components has been to introduce
and familiarize us with the No Child Left Behind Act. President Bush passed this legislation on
January 8, 2002. The NCLB Act was designed to ensure each and every student the right to a fair
education, to give parents more options in their child's education, and to guarantee all teachers are
highly qualified. By highly qualified, the act means teachers must have at least a bachelor's degree,
have full state certification or licensure, and have demonstrated competence in their subject areas
(US Dept. of Education).
"Making the Grade," which was published in the Salt Lake Tribune in September of this year, is an
... Show more content on Helpwriting.net ...
Some of which many people probably do not even know. One of these benefits includes the choices
that are given to parents. In schools who fail to comply with state standards for two consecutive
years, parents will then have the choice to remove their children from these schools and send them
to a higher performing school in their same district (Choices for Parents). Students who decide to do
so are provided with transportation to and from school using funds from the district (Choices for
Parents). By providing transportation for kids to receive a higher quality education, we are helping
to ensure each child the best education possible.
"Making the Grade" discussed the financial problems that are brought upon through the NCLB act.
It is true this act does require a lot of money to be spent which is not provided to schools by the
state, however, many people tend to overlook all of the benefits. One example given in this article is
the Jordan School District in Salt Lake, Utah. After calculating a " 'bare bones' " sketch of the new
equipment, programs, personnel, etc. which would be needed under the new act, the district figured
it alone would need approximately $59 million to meet the standards of the act (Salt Lake Tribune).
It seems somewhat ridiculous and hard to believe this much money would be needed to provide for
one county alone. Although this is a large chunk of money, I believe people need to look at

No Child Left Behind: Positive or Negative?
Children will only learn to the level in which they are taught. The need for a strong, well–qualified
teaching force is a necessity and should be standardized nationwide. As a result of there being no set
national teaching standard or certification requirement, it is completely left up to the individual state
to decide or to interpret their own definition of "highly qualified teachers", if in fact they want to
change or upgrade their requirements. In Hanushek (2010), he "states have commonly defined
"quality" in such a way that requirements create no additional burden on either existing teachers or
new entrants". This blatantly shows that states are meeting the bare minimum requirements ... Show
more content on Helpwriting.net ...
What does all of that actually mean? Testing, "every year, states must test all third through eighth
grade students in math and reading, and test students once more during tenth, eleventh, or twelfth
grade", Haretos (2005). Secondly, public accountability means that all tests must be available for the
public to view. As far as Performance Standards, "each year, the overall student body of every
school must make adequate yearly progress "toward full educational proficiency", Haretos (2005).
Lastly, Performance–Based Consequences means that the schools not meeting the identified
standards will allow their students to re–enroll into another school that does meet the standards. It is
then that the failing school will be revaluated in five years and if still failing there will be a complete
overall restructuring in school faculty. The NCLBA was set up for failure from the beginning,
absolutely no one was held accountable or the Act was so loose that the time a problem was
identified years had passed. The phrase "adequate yearly progress" and "academic proficiency" for
instance, the requirement for schools to come up with their definitions of what that meant were not
mandatory to be released until the 2013–2014 school years, Haretos (2005). This is a perfect
example of implementing a plan without having all

Essay on No Child Left Behind Act
Alexis Cross
His 324
Dr. Stephan Law
February 20, 2010
Outline: 1. Introduction a. What I will be writing about b. Why I chose my topic c. What will be
covered 2. The NCLB Act d. How it came to be e. What was proposed f. How it has been enacted 3.
The NCLB Act g. Arguments in favor of h. Arguments against 4. Statistics i. How the NCLB Act
has had a positive impact on education j. How the NCLB Act has had a negative impact on
education 5. Proposal k. Proposals from different resources on how to change the NCLB Act l. The
implications of such change m. What is currently ... Show more content on Helpwriting.net ...
For this reason, the NCLB act provides a safe harbor provision. This provision states that as long as
schools are showing progress, they will not be considered failing. Failing would be if there was no
academic progress by any group of students in which
No Child Left Behind Act there is funding for to close academic groups. The NCLB seemed to be a
promising act with more highly qualified teachers and accountability, grants and assessment.
Arguments in favor of The goal of the NCLB act is one that almost everyone was in favor of when it
was proposed. In politics of the No Child Left Behind Act, Hess and Petrilli state the bipartism
support for the act. He gives the statistics of the acceptance. They State that "The U.S. Senate
supported the new law 87–10 and the House of Representative endorsed it 381–41. Republics
supported the new law 44–3 in the senate and 183–33 in the House" (para.2). People who are in
favor of the NCLB act have a reason to be so. They are in favor of it because of the improvements in
the test scores that have been seen nationally, the improvements that have been made to the schools
now versus when they were ran only by local authorities. Those in favor agree with the idea of
increased accountability and that minorities need to have something

Literature Review:
Every Student Succeeds Act
Suzanne Hatton, BSW, LSW
University of Kentucky–SW 630
Abstract
This literature review seeks to explore the Every Student Succeeds Act (2015), a bipartisan
reauthorization and revision to the No Child Left Behind Act (2002). The Every Student Succeeds
Act (ESSA) is the first law passed in fourteen years to address Reneeded changes to the No Child
Left Behind Act (NCLB). Considered progressive and innovative at the time of its passage, NCLB
was the most dramatic and aggressive legislation enacted in decades and afforded the federal
government enormous oversight of schools in the U.S. Passage of ESSA represents a shift back to
state governance of schools and, whether ... Show more content on Helpwriting.net ...
Instead, President Obama continued to use federal authority to guide and enforce state reforms,
leading some to call his endorsement "NCLB on steroids" (Mathis, 2011). When congress and the
administration recognized the need to rewrite the legislation, they were unable to formulate a
bipartisan agreement to ensure passage of a new bill until December, 2015 – fourteen years after
passing the NCLB Act.
Literature Review
Numerous studies have detailed the small successes and numerous failures associated with NCLB
and the need for change (Aldeman, 2015, Dee & Jacob, 2010, Hess, 2015). Because it is still so new,
there is less scholarship evident regarding the Every Student Succeeds Act. When ESSA was made
into law in December, 2015, popular media hailed its' passage as a referendum against the NCLB
and a cause for celebration. The Wall Street Journal described it as "the largest devolution of federal
control to the states in a quarter–century" and the New York Times described ESSA as "the end of
an era in which the federal government aggressively policed public school performance, and
returned control to states and local districts."
One of the major changes brought about by ESSA is expected to be its' effect on rural schools
(Brenner, 2016). NCLB was especially criticized for its impact on rural schools (e.g., Eppley, 2009;
Jimerson, 2005; Reeves, 2003).
Accountability

The No Child Left Behind Act was the biggest educational step taken by president Bush and his
administration. Its main goal included the increase of achievement in education and completely
eliminate the gap between different racial and ethnic groups. Its strategies had a major focus on
uplifting test scores in schools, hiring "highly qualified teachers" and deliver choices in education.
Unluckily, the excessive demands of the law have not succeeded in achieving the goals that were
set, and have caused multiple opposing consequences. These unintended consequences affect
students negatively which are who the law is most intended in helping. These consequences include
a high focus on the low‐level skills which are reflected on high stakes tests; bad assessment of
students who have English as a second language and students with special needs; and compelling
incentives to eliminate students who score very low from school, so the test scores are achieved to
their full potential and their goal (Darling‐Hammond, 2007). No later than the 2013–14 school year,
it was required that states bring their students to a level of proficiency on all parts of the state
testing. Each state got to individually decide, what "proficiency" looked like, and the kind of testing
used which lead to a big difference in standards scores. As a result, the amount of students who
scored at the proficient level or above on the state tests changes completely depending on the state.
This caused some states to

"These reforms express my deep belief in our public schools and their mission to build the mind and
character of every child, from every background in every part of America." Pr. George W. Bush. The
No Child Left Behind Act has plenty of advantages such as: helping students with disabilities,
guiding teachers and parents so that they can help the child, and push the child to succeed.
Students with language disabilities will be at a disadvantage in reading. The No Child Left Behind
has provides students with tutors and extra help with homework. President Bush and Congress are
spending more on education for our kids to have a better life. 3rd to 8th graders should have annual
reading and mathematics testing for the students. If a parent is wanting to know if their child has a
learning disabilities they can go for a diagnostic evaluation where the speech–language pathologist
can do a simple one way mirror exercise having the child and parent do a activity and see how he
reacts to that. Usually that is the best way to receive data for the Speech–Language Pathologist since
numerous attempts of themselves trying to interact with the child usually gets nowhere and the data
is more likely inaccurate.
The teachers should have the quality to teach better or have a way to teach the students in a way the
student will understand. In the No Child Left Behind the school has developed ways for the parents
to be more involved for the child such as, including immediate relief for

No Child Left Behind Essays
LITERATURE REVIEW
Rushton talks about the funding for the No Child Left Behind is being held back if the students don't
do well on the standardized tests. So if the students don't do well on the testing the teachers are
being affected in the way of how much they are getting paid, also affects the school districts
funding. This is encouraging the teachers not to teach the way they should, but they are teaching in
the way of let's just make the students do well on the standardized tests. In this article Rushton talks
about how the brain of the student learns. Rushton talks about how the pre–frontal lobe is
responsible for the thinking skills, creativity, and also making judgments. For the students that are
taking the standardized test ... Show more content on Helpwriting.net ...
It may not be the teacher's performance that is affecting the students test scores. The students may
not develop on the same level that the standardized test are wanting them develop at. Tests scores
are unreliable, but they still are more often right than wrong, but not sufficiently more often to
justify making high–stakes decisions on the basis of test scores alone.
No Child Left Behind: What We Know and What We Need to Know talks about how the No Child
Left Behind holds the educational agencies and states accountable for the education of the students
and their performances inside the classroom. The NCLB wants to accomplish this goal by using
Adequate Yearly Progress (AYP) this measures how the students are doing inside the classroom.
There are some problems with the AYP it allows the states to pick their own standards of test scores
and proficiency levels. When the states make up their own rules on how to measure the AYP the
studies are finding out that the AYP is having an enormous impact in the schools that meet the AYP.
Discusses the problems we have with how we measure and calculate the effectiveness of how the
schools are doing with the NCLB. The article talks about how the NCLB is to improve schools for
the underperforming students. The connection is the article tells the readers how they measure the
progress of the AYP. So pertaining to my question of should the standardized tests be the only way
of testing students?

The education system is deeply flawed. It does not fight social injustice, but rather exacerbates the
issue. The majority of people in the U.S are blind to the fact that there are still inequities within the
education system, much less everyday life. A system based on standardized test scores inadvertently
oppresses poor people. The Governments ' decision to judge a schools ' success by its test scores
evidently created a faucet of running water for systematic oppression. The flowing water of
oppression floods poor schools; drowning students with dreams, and giving no mercy. The only ones
safe from the water are the privileged, who are oblivious to the fact that it exists.
George Bush 's "No Child Left Behind Act," which passed in 2002, mandated annual standardized
testing in math and reading. If schools received insufficient scores, they were punished or shut
down. This fueled the construed concept that a school is only doing well if the students have
adequate test scores.
Rachel Aviv 's "Wrong Answer" dove deep into a cheating scandal at Parks Middle School in
Atlanta, Georgia. It begins with Damany Lewis, he was a teacher at Parks Middle School. Through
the reading it's made abundantly clear that his life passion was teaching the kids. He was a
phenomenal teacher, Aviv writes:
He told students to dump their laundry into the back of his pickup truck, so that he could wash it for
them, and encouraged them to sleep at his house when their mothers were absent or high. (Few

No Child Left Behind Argumentative Essay

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