No Child Left Behind
Introduction
The No Child Left Behind Act (NCLB) was signed in 2002 by President Bush as a reauthorization of the Elementary and Secondary Education Act of 1965. One of the main issues with the No Child Left Behind Act is that legislators are looking at the law from a standpoint of not being in the classroom and seeing how the act is implemented each and every day. When a new education act or law is passed, the legislators review the law and then if everyone agrees, it is passed. Once the law is passed, it becomes the school district and teachers jobs to implement the law in the school and classrooms. Most legislators just see the numbers that come back to them and how well the act or law is working. Legislators are …show more content…
Johnson who believed that “full educational opportunity [should be] our first national goal” (ESEA, N.D.). The law offered new grants to districts with low-income students, federal grants for books and textbooks, special education centers, scholarships for low-income college students, and much more. The Elementary and Secondary Education Act of 1965 was part of the Johnson Administration’s War on Poverty campaign, the original goal was to improve educational equity for students from lower income families by providing federal funds to school districts serving poor students. It was designed to help school districts who were serving low income students because they often receive less state and local funding than those serving more affluent children. Over the years, this act has been reauthorized seven times, but most recently to the No Child Left Behind Act in 2002. Each time the Elementary and Secondary Education Act was reauthorized, there were small changes made most of the time. The first two times there was no action taken, the third time they implemented public school choice, then continued offering public school choice and implementing supplemental education services, next they continued offering school choice and supplemental educational services, then continued offering school choice and supplemental education services, and lastly they created the No Child Left Behind …show more content…
The whole purpose of this act was to:
“improve learning and teaching by providing a national framework for education reform; to promote the research, consensus building, and systematic changes needed to ensure equitable educational opportunities and high levels of educational achievement for all American students;…[and] to promote the development and adoption of a voluntary national system of skill standards and certifications..” (n.d.).
There are eight categories that school districts are supposed to be meeting, under each category is a goal and a list of objectives the school districts are supposed to be meeting. The eight categories are: school readiness; school completion; student’s achievement and citizenship; teacher education and professional development; mathematical and science; adult literacy and lifelong learning; safe, disciplined, and drug-free schools; and school and home partnership. The Goals 2000: Educate America Act encouraged states and school districts to connect the federal programs with both state and local reforms that affected all children. The idea was to keep the focus on educational equity for children with special needs and not have segregated classrooms, “regular” and “special services.” The improving America’s Schools Act of 1994 required all schools to have: content and performance standards, assessments that aligned with those standards in one
Introduction
The No Child Left Behind Act (NCLB) was signed in 2002 by President Bush as a reauthorization of the Elementary and Secondary Education Act of 1965. One of the main issues with the No Child Left Behind Act is that legislators are looking at the law from a standpoint of not being in the classroom and seeing how the act is implemented each and every day. When a new education act or law is passed, the legislators review the law and then if everyone agrees, it is passed. Once the law is passed, it becomes the school district and teachers jobs to implement the law in the school and classrooms. Most legislators just see the numbers that come back to them and how well the act or law is working. Legislators are …show more content…
Johnson who believed that “full educational opportunity [should be] our first national goal” (ESEA, N.D.). The law offered new grants to districts with low-income students, federal grants for books and textbooks, special education centers, scholarships for low-income college students, and much more. The Elementary and Secondary Education Act of 1965 was part of the Johnson Administration’s War on Poverty campaign, the original goal was to improve educational equity for students from lower income families by providing federal funds to school districts serving poor students. It was designed to help school districts who were serving low income students because they often receive less state and local funding than those serving more affluent children. Over the years, this act has been reauthorized seven times, but most recently to the No Child Left Behind Act in 2002. Each time the Elementary and Secondary Education Act was reauthorized, there were small changes made most of the time. The first two times there was no action taken, the third time they implemented public school choice, then continued offering public school choice and implementing supplemental education services, next they continued offering school choice and supplemental educational services, then continued offering school choice and supplemental education services, and lastly they created the No Child Left Behind …show more content…
The whole purpose of this act was to:
“improve learning and teaching by providing a national framework for education reform; to promote the research, consensus building, and systematic changes needed to ensure equitable educational opportunities and high levels of educational achievement for all American students;…[and] to promote the development and adoption of a voluntary national system of skill standards and certifications..” (n.d.).
There are eight categories that school districts are supposed to be meeting, under each category is a goal and a list of objectives the school districts are supposed to be meeting. The eight categories are: school readiness; school completion; student’s achievement and citizenship; teacher education and professional development; mathematical and science; adult literacy and lifelong learning; safe, disciplined, and drug-free schools; and school and home partnership. The Goals 2000: Educate America Act encouraged states and school districts to connect the federal programs with both state and local reforms that affected all children. The idea was to keep the focus on educational equity for children with special needs and not have segregated classrooms, “regular” and “special services.” The improving America’s Schools Act of 1994 required all schools to have: content and performance standards, assessments that aligned with those standards in one