Solution #2 No Child Left Behind Political Reform
No Child Left Behind Act of 2001 (NCLB) was the US Congress Act that amended the Elementary and Secondary Education to focus its efforts toward disadvantaged students. The supplement to Title 1 Education Act of 1965, NCLB focuses the reform through assessment based achievements to obtain federal grant funding for public education per basic academics. This reform focuses on student achievements in K-12 grades.(Dee & Jacob, 2011)
Each state is allowed the authority to determine how to administer the test. Vital entities of the policy require individual states to determine a baseline level at which their student’s academiclevels lie and implement formal strategies to set realistic challenges to …show more content…
(Pros and Cons of NCLB: What Research Says , 2006) School districts that fail to hit the intended goals set from the year prior for two consecutive school years are required to submit a formal action plan for the next curriculum year in each subject they are failing to meet standards. Three years of no progress required district to offer additional tutoring services to students who are independently struggling with subject material. Four years of documented failed progress mandates a formal “corrective action” plan be submitted. Consequences may include re-staffing, or alternative curriculum to be placed into operation. The fifth and sixth year of continued failure to meet AYP standards may lead to the privatization of public school, restructuring schools as charter education, or closing schools. (Lawrence, …show more content…
The intension of NCLB was not to dictate exact practices, but promote innovation and results of elementary student outcomes to prepare them for the workforce beyond standard public education. (Dee & Jacob, 2011) The United States Secretary of Education, Margret Spelling maps out a practical approach in 2005 post initial induction of NCLB policy to assist education structures to consider flexible approaches that may assist in attaining AYP standards based on the concerns of faculty members that were submitted to the Department of Education. She describes the guidelines of NCLB as “bright lines” that can be attained through the following achievement strategies:
• Assessments in Grades 1-3: 2005-2006-States test students in grades 3-8 yearly in subjects of reading and math; rather as bi yearly as previously implemented.
• Disaggregated Data: Obtaining concrete student data. States and districts must report data on student achievement by student subgroup, and provide parents with an accurate account of child’s education in a timely manner through understandable periodic report card not only for individual student, but districts as a
No Child Left Behind Act of 2001 (NCLB) was the US Congress Act that amended the Elementary and Secondary Education to focus its efforts toward disadvantaged students. The supplement to Title 1 Education Act of 1965, NCLB focuses the reform through assessment based achievements to obtain federal grant funding for public education per basic academics. This reform focuses on student achievements in K-12 grades.(Dee & Jacob, 2011)
Each state is allowed the authority to determine how to administer the test. Vital entities of the policy require individual states to determine a baseline level at which their student’s academiclevels lie and implement formal strategies to set realistic challenges to …show more content…
(Pros and Cons of NCLB: What Research Says , 2006) School districts that fail to hit the intended goals set from the year prior for two consecutive school years are required to submit a formal action plan for the next curriculum year in each subject they are failing to meet standards. Three years of no progress required district to offer additional tutoring services to students who are independently struggling with subject material. Four years of documented failed progress mandates a formal “corrective action” plan be submitted. Consequences may include re-staffing, or alternative curriculum to be placed into operation. The fifth and sixth year of continued failure to meet AYP standards may lead to the privatization of public school, restructuring schools as charter education, or closing schools. (Lawrence, …show more content…
The intension of NCLB was not to dictate exact practices, but promote innovation and results of elementary student outcomes to prepare them for the workforce beyond standard public education. (Dee & Jacob, 2011) The United States Secretary of Education, Margret Spelling maps out a practical approach in 2005 post initial induction of NCLB policy to assist education structures to consider flexible approaches that may assist in attaining AYP standards based on the concerns of faculty members that were submitted to the Department of Education. She describes the guidelines of NCLB as “bright lines” that can be attained through the following achievement strategies:
• Assessments in Grades 1-3: 2005-2006-States test students in grades 3-8 yearly in subjects of reading and math; rather as bi yearly as previously implemented.
• Disaggregated Data: Obtaining concrete student data. States and districts must report data on student achievement by student subgroup, and provide parents with an accurate account of child’s education in a timely manner through understandable periodic report card not only for individual student, but districts as a