The No Child Left Behind Act known as NCLB was implemented on January 8, 2002 and signed by President George W. Bush. During this time, there were major concerns about the state of education in public school. The policy wants to close the achievement gap in flexibility, accountability and the choices so that no child would ever be left behind. Before the NCLB Act, there was policy in place called Elementary and Secondary Education Act (ESEA). This policy set the standards for equal access to education, high level of accountability in schools and districts and set standard for academic performances. ESEA wanted to prevent dropout’s rate and has Title I program which created aid for disadvantages. The program wanted to raise support for struggling
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The No Child Left Behind Act present three distributive characteristics including legitimacy, universality, and coercion. First, the policy is considered as legitimacy which is defined as making policy a legal obligation. This policy is considered legitimacy because it mandates every teacher to follow a curriculum for each grade level and makes every student take an assessment test. Second, the policy has universality characteristic which defined as means extends to all people. The policy was made to improve education nationwide and provides funding for all states in America. Lastly, the policy has coercion which is defined as forcing imprisonment of violating policies. The NCLB policy does not send anyone to jail but does hold states and school accountable for education. The way the policy imprisons someone is through funding and mandates on curriculum. The policy does divide power to federal and states. The policy went through the Legislative, Executive and Judicial branches. The policy also includes the Incrementalism model, which use policy as variation in the past. The No Child Left Behind Act was a reauthorization of the Elementary and Secondary Education Act known as ESEA. This policy used modification of a past policy to improve education. It new modification include annual testing, academic progress, report card, quality of …show more content…
The first way is through annual test. In 2005-06 students in 3rd -8th grade were annual test in mathematics and reading while in 2007-08, students had to be test in science at least once in elementary, middle and High School. These tests measured a student performance and present some unintended consequences as well. One of the negative effective is it providing anxiety in younger children and provides a cultural shift in all students. Now it making it all about the grades because it making a statement to students that it okay to fail. The policy is only using one form of method to test students. As students, we do not thinking in test form when learning or completed assignment. Another successful problem NCLB tackled is Academic Progress. Each state were required to bring their students to a “proficient” level on state testing by 2013-14. Each individual school had to meet states “adequate yearly progress” known as AYP which help determine funding for schools. This method was believed to help school official to increase academic achievements. If schools were failing AYP for three years a more then it can receive supplemental service like free tutoring and after school programs. Another major benefits were in 2002-03, states were required annual reports card which broken down the range of information that include students achievement, subgroups and school district
The No Child Left Behind Act present three distributive characteristics including legitimacy, universality, and coercion. First, the policy is considered as legitimacy which is defined as making policy a legal obligation. This policy is considered legitimacy because it mandates every teacher to follow a curriculum for each grade level and makes every student take an assessment test. Second, the policy has universality characteristic which defined as means extends to all people. The policy was made to improve education nationwide and provides funding for all states in America. Lastly, the policy has coercion which is defined as forcing imprisonment of violating policies. The NCLB policy does not send anyone to jail but does hold states and school accountable for education. The way the policy imprisons someone is through funding and mandates on curriculum. The policy does divide power to federal and states. The policy went through the Legislative, Executive and Judicial branches. The policy also includes the Incrementalism model, which use policy as variation in the past. The No Child Left Behind Act was a reauthorization of the Elementary and Secondary Education Act known as ESEA. This policy used modification of a past policy to improve education. It new modification include annual testing, academic progress, report card, quality of …show more content…
The first way is through annual test. In 2005-06 students in 3rd -8th grade were annual test in mathematics and reading while in 2007-08, students had to be test in science at least once in elementary, middle and High School. These tests measured a student performance and present some unintended consequences as well. One of the negative effective is it providing anxiety in younger children and provides a cultural shift in all students. Now it making it all about the grades because it making a statement to students that it okay to fail. The policy is only using one form of method to test students. As students, we do not thinking in test form when learning or completed assignment. Another successful problem NCLB tackled is Academic Progress. Each state were required to bring their students to a “proficient” level on state testing by 2013-14. Each individual school had to meet states “adequate yearly progress” known as AYP which help determine funding for schools. This method was believed to help school official to increase academic achievements. If schools were failing AYP for three years a more then it can receive supplemental service like free tutoring and after school programs. Another major benefits were in 2002-03, states were required annual reports card which broken down the range of information that include students achievement, subgroups and school district