1. Running head: NO CHILD LEFT BEHIND ACT 1
No Child Left Behind Act
Student’s Name
Institution

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No Child Left Behind Act
Background information
The No Child Left Behind Act of 2001 (NCLB) was signed in to law by President George
W. Bush on January 8, 2002. NCLB embodies the longstanding commitment of the government
to public education and the crucial role it plays in sustaining the economic competitiveness of the
nation as well as strengthening its institutions and improving welfare of its people. This act
notably establishes the improvement of education as an important national priority. NCLB sets
crucial goals such as eliminating disparities in achievement between individuals who have
traditionally been performing well in class and those students who have not been doing well
(Apple, 2007). The other goals that have been set out by this education initiative is to ensure that
all students in the country are proficient in mathematics and reading by the year 2013-2014, as
well as to guarantee all schools in the country are staffed with highly qualified teachers, and also
to make each school more productive and safer learning environment (Dee & Jacob, 2011).
The NCLB is not exclusively a new education reform initiative. In fact there has been a
few; the Elementary and Secondary Education Act of 1965 passed by President Lyndon B.
Johnson, the Education Consolidation and Improvement Act of 1981 which was introduced but
never enacted, and the Improving America's Schools Act of 1994 which was signed into law by
President Clinton. However, the NCLB is believed to be the most sweeping education-reform
legislation since the Elementary and Secondary Education Act of 1965. This policy is different
from those initiatives because it employs more systematic approach of achieving improvement
and reform, trying together a number of incentives as well as requirements in areas such as
student testing, reading instruction, technical assistance for schools that are performing poorly,
school safety, as well as professional development of educators and teachers.

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NCLB identified a variety of protected groups of individuals for whom data testing is to
be valuated differently, in order to ensure substantial and sustainable improvement. These
protected groups include the economically disadvantaged students, students living with
disabilities, students from minority and major racial groups, and students having limited English
proficiency (Lagana-Riordan & Aguilar, 2009). It is, therefore, clearly evident that NCLB
continues to serve a very crucial role having in mind that schools in the country are ever
experiencing considerable increases in multiculturalism and diversity (Dee & Jacob, 2011).
Notable main problems being addressed by this legislation, therefore, is to close the existing
achievement gap between the economical advantages, white students and those students who are
considered at risk of performing poorly in school.
Society and elected representatives were concerned with the achievement gap as well as
flaws in the existing public education. This made the congress pass the NCLB Act in effort of
trying to ensure each student in the nation receives quality education. This act adopted the 1965
Elementary and Secondary Education Act which set out model of how the government provides
education across the country (Fusarelli, 2004). This legislation is build upon the same framework
but added other philosophic pillars to ensure each student gets quality education. The general
objective of the act is to ensure all students perform at proficient levels in mathematics and
reading, by 2014, while also closing achievement gaps between students of different minority
groups and genders (Hursh, 2007).
At the core of the NCLB were various measures designed to fuel the many gains and
benefits in student achievements as well as to hold schools and states more accountable for
progress of the students (Giroux & Schmidt, 2004). These measures represented important
changes to the US education landscape. A notable measure include annual testing which required

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each state to start testing students in mathematics and reading each year, starting from 2005-2006
school year (Apple, 2007). The other measure is academic progress which required all states to
bring each student to proficient level by 2014. The other important measure is on report cards
which required states to give annual report cards indicating variety of information, including
achievement of student and performance of the school (Reese, 2011). The other was on teacher
qualifications which required each school to be staffed with highly qualified teachers.
However, given its detail and scope, this policy was source of debate and controversy
within the education community. As impact of this act started to be felt and seen, some policy
makers and educators were skeptical to the fairness and feasibility of its time frames as well as
its goals (Dee & Jacob, 2011). In 2003, an opinion poll was realized stating that most of the
school principals perceived the NCLB act as either aimed at demoralizing public schools or as
politically motivated. But this act has many advocates including certain education leaders who
have expressed their support for the stringent accountability mandates of the act, characterizing
those accountability measures as crucial levers of inclusiveness, change, as well as transparency
(Griffith & Scharmann, 2008).
The importance of the act
The importance of No Child Left Behind Act is to achieve a quality education for U.S
student. The former president George bush described as that which does not only provide
training, but the beginning of quality education. It was to be achieved through raising the
standard of education by authorizing adequate and needed funds in federal legislation to meet the
requirements of large number of students who prematurely left school or struggling to be in
school. The federal funding is to elevate the school condition right from institutions to the
teachers (Dee & Jacob, 2011). The funding would also facilitate research and development in

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schools that is aimed at improving the current situation in high schools and post-secondary
education. The agencies that are incorporated in the program guide the States in the development
of justifiable funding prescriptions to support manifold pathways to graduation, and lengthen
educational options. Raising quality of education was fundamentally for both students (poor and
best) by putting certain marks that should be achieved. Other than just quality, the system aimed
at narrowing the gap between students who perform well in school and those who do not
perform. Therefore, it is aimed at bringing equality in education without consideration of ethnic
and financial background of students. Students from wealthy families get access to excellent
educational institutions and facilities hence their performance is incomparable to those that dwell
in poverty. According to Dee and Jacob (2011), there are very many factors that influence the
performance of students, and these factors are positive for children that come from affluent
backgrounds. Thus, it will be injustice to rank them together without implementing systems that
bring equality. As such, by creating an equal platform of education processes, students are left
with equal chances of competition where they are not deprived of excelling due to factors such as
poverty and disability
The communities had lost the battle successfully to educate a number of youths following
the drop out that had been experienced in early 2000s. A survey done by Dee and Jacob (2011)
reveal that 30% of the high schools students failed to graduate in colleges four years later. In the
year 2003, only 55% of African-American and 53% Hispanic graduated as compared to 78% of
white students (Hardy, A., & Behind, 2012). Although No child left behind has eliminated the
disparities that exist in high schools, the system has failed to provide long-term solutions to the
pressing issues in secondary schools. As such, the authorities should re-think in ways that
strengthen the system so that it connects to the youths that have left school without completing

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diploma or the ones that are at risk of doing so. This can be achieved by following flexible
education methods, partnering with other youth systems, and usage of successful models that can
serve the struggling youths in school system. According to Dee and Jacob (2011), a review of
better methods of the system will give the communities a chance to instill skills and education to
the youths that need to be successful.
According to Hardy and Behind (2012), young people do not just decide to drop out of
school. Rather, it has been as a result of the gradual process of disengaging from educational
institutions. Other than just looking for qualified teachers, the program should look at certain
critical ways that will improve the success of the program. This paper identified three major
factors that should be seriously focused to improve No Child Left behind Act: actively engaging
other youth service system, active practice, and ensuring interventions at scales.
Active engagement of other sectors and system
In preventing youth drops out, it is very imperative to focus on other methods other than
just educational institutions that can connect youths together. Programs such as Youth
Opportunity and Youth Offender Reentry Programs are some of the programs that have been
researched to be very useful in connecting the youths together. According to Sadovnik et. al,
(2013) Youth Opportunity engaged about 90,000 youths where it supported the participants
through occupational training, job readiness, internships, and educational enhancement. On the
other hand, Youthful Offenders Projects target the outcome of completion program, general
education, and enrollment programs. Additionally, other non-profit organizations have shown
effective methods that are employed to engage the youths in activities that are productive to the
community. Moreover, organizations such as Temporary Assistance for the Needy Families and
Higher Education Act provide opportunities to facilitate a continuum of services that enables

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youths to understand their roles in the community. Sadovnik et. al, (2013) say that if these
programs are sandwiched between No Child Left behind Act, a community that is connected will
be achieved. This idea will support the youth in different conditions: to promote their transition
out of other institutions into educational options that lead to postsecondary accomplishment or a
high-growth employment.
Ensuring interventions scale
Ensuring the intervention at scale can be achieved in two ways: mandating greater
accountability and innovation, adaptation, replication, and capacity building. For the program to
be successful, national government association should work on its uniform way of calculation of
graduation rate to adapt to the four-year course cohort method. The information will assist the
program and other system of the education that struggle with out- of- school youth to implement,
design, and plan for education and service provision. It will ensure the success of the youths
(Dee & Jacob, 2011). Collection and calculation of these data are imperative steps towards
achieving accountability of training and educating systems of the youths. This data will assist the
program to identify areas that lag behind and the necessary intervention and solutions. In
implementing the concept, it is significant accurately to illustrate the high school graduation
scenery for all students, especially, dropouts returning to education, and students enrolled in
alternative settings. To change the landscape on how secondary schools prepare the youth for
colleges and postsecondary success, it requires a good leadership, wiliness to research,
innovation, technical approaches, and professional developments. Successful revolution will
require intensifying the boundaries of where proper learning occurs: from inside the classroom to
the broader community, college campuses, the workplace, and beyond.
The multiple pathways to a graduation

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About 35 to 55 percent of youths according to the statistics of the graduation rate prove
that they do not thrive with regards to the environment of traditional high schools. The number
of students failing is not uniform as a result of inadequate motivation, personal attributes
including stress, adverse climate of the school, and the style of learning among others. This is
because environmental support and educational approach suitable for one student may not be
appropriate for another student (Dee & Jacob, 2011). In order to improve the graduation of high
school to multiple conduits, various agencies that involve local education should be involved.
This will create various educational options like marketable skills to the students thereby
enhancing credentials as they have the flexibility in addressing various life needs. This approach
differentiates secondary education and high school and nevertheless works critically well to
those whom traditional structure favors. For the pathways to be capable to produce quality
education, subject matters that are relevant and also methods that are experiential teaching
should be incorporated. Optional range of education should be offered alongside inclusion of
students as integral parts in planning a good team. In doing so, the world’s bridge of education is
enhanced enabling youths to attain relevant skills needed in the workplace in this 21st century to
provide quality service.
To ensure the program is effective, it should be initiated from the lower classes by
encouraging a culture that see the school as places that prepare future leaders. As said by Young
(2013) the drop out of the student is a gradual and not one-time failure. Students accumulate
several factors that discourage them from continuing. Young (2013) say that very few students
will drop from school after understanding the need of education. Moreover, creating a conducive
learning environment will not distract students learning processes rather encourages them. For
example, most students love watching footbal and playing games. Therefore, NLCB should

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provide such programs that will enable students enjoy some parts of the school even if they are
poorly performing in school to avoid the disaster of drop out.
Personally I would have considered other factors before implementing the act, however,
that does not mean the NCLB is not good. The first thing I would have addressed is the reason
some students perform poorly while other performs best. According to Hardy and Behind (2012)
the factors are not limited to poverty, bad states of public schools and low-class teachers.
Therefore, the first step to ensuring the program is successful I would solve poverty issues, make
the public schools better institutions, and elevate the standard of teachers. According to the late
Paul Wellstone, “It is simply negligent to force children to pass a test and expect that the poorest
children, who face every disadvantage, will be able to do as well as those who have every
advantage. When we do this, we hold children responsible for our inaction and unwillingness to
live up to our promises and our obligations” (Young, 2013). To enable all schools to comply
with regulations and to create conditions that are likely to raise student's achievements, the
society need to increase federal funding for schools that serve vulnerable children. Title my
funds should be used for instructions and directives rather than the choice of the schools and
transportation. While the amount of title I may be small, it is the primary federal amount that is
used to equalize educational opportunities. Fully funding the act will shift its focus from
punishing the struggling students to improving them, particularly, in districts with diminishing
tax. Therefore, the whole program relies on the funds that will raise the living standards of the
stakeholders. Moreover, I would eliminate the fact that the act mainly looks at the English and
mathematics performance. I would suggest that all materials of education including all subjects
be involved in the assessing the performance of students.

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Funding for the program is categorized under “other NCLB programs” (Dee & Jacob,
2011). The first is the title I that funds the local districts school to improve the disadvantaged
student through 12th grade. Currently, it is the largest funding program for secondary and
elementary education. The funds are distributed in school using a certain procedure and formulae
employed by the government. The second funding program is teachers’ quality grants: provides
grant to schools to improve the number of qualified teachers that in turn advances academic
achievements. Lastly, there is an educational technology state grant that is used to enhance the
quality of technology in elementary schools. Other funding programs include English Language
Acquisition, 21st Century Community Learning Centers, Safe and Drug-Free Schools, and
impact aid.
Following the discussion advanced herein, The No Child Left Behind Act of 2001
(NCLB) was signed into law by President George W. Bush on January 8, 2002. NCLB embodies
the longstanding commitment of the government to public education and the crucial role it plays
in sustaining the economic competitiveness of the nation as well as strengthening its institutions
and improving welfare of its people. Main benefits of the Act were to bring equality and quality
in educational processes. NCLB champion equality between the poor, disabled, and vulnerable.
There are several methods that may be employed to improve No Child Left Behind Act. They
include Active engagement of other sectors and system, Ensuring interventions scale, and
multiple pathways to a graduation. My administration strategy of the program is to fund the
educational processes and institution before its implementation. The paper also highlights
funding institutions of NCLB; they include the tittle I, English Language Acquisition, 21st
Century Community Learning Centers, Safe and Drug-Free Schools, and impact aid.

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References
Dee, T. S., & Jacob, B. (2011). The impact of No Child Left Behind on student achievement.
Journal of Policy Analysis and Management, 30(3), 418-446.
Hardy, A., & Behind, N. C. L. (2012). However, schools can also be punished for failing to meet
AYP. Schools with low-income students, students with disabilities, or non-English
speakers are at a disadvantage because they are more likely to fail at reaching standards
and are unfairly penalized (University.
Sadovnik, A. R., O'Day, J. A., Bohrnstedt, G. W., & Borman, K. M. (Eds.). (2013). No Child
Left Behind and the reduction of the achievement gap: Sociological perspectives on
federal educational policy. Routledge.
Young, A. L. (2013). NO CHILD LEFT BEHIND AND THE ACHIEVEMENT GAP:
Disadvantaged Students Are No Better Off Than Before. Now What?.