No Child Left Behind
Elementary and Secondary Education Act (ESEA)
Step One Recognizing the Problem/ Setting the Agenda
Step Two Formulating the Policy
-The new law help the elementary and secondary education act which originally from Lyndon Johnson’s war on poverty in 1965. Since then it has been reauthorized every four to six years under a new name. It provided nearly $12 billion to school about each year schools to support children to support the children who have disadvantages. Since the original passage it was only passed seven times. In January 2002-It has been named the No Child Left Behind Act. Each time it was reauthorized it created changes to the program, but the original goal didn’t change it remained the same. The goal was to improve the education opportunities for the children that their families that are in the lower income areas. In 1994 it was changed to the Improving America’s Schools Act. This placed key standards and accountable elements on state and local school districts that received the funding for the schools. These actions later lead to formed the No Child Left Beind Act.
Step Three Adopting the Policy
Step Four Implementing the Policy
Step Five Evaluating the Policy
Reasons Against No Child Left Behind
- "Because of its focus on regular testing, NCLB has proven to be highly controversial. The debate surrounding NCLB has recently become especially heated since the Act is under review and in the process of re authorization.
- The federal government has consistently failed to provide the amount of funding the program requires.
- Achievement is measured only by a students’ performance on annual multiple-choice reading and math tests.
- Teachers are increasingly only teaching “to the test” due to the widespread fear that their students will perform badly resulting in their termination.
- Critics argue that by teaching to the test, many students fail to receive a creative, personally relevant and well-rounded curriculum.
- The percentage of classes taught by a highly qualified teacher has risen to over 90 percent across the nation.
- Nearly 450,000 eligible students have received free supplemental educational services (tutoring) or public school choice.
- The regular testing has allowed schools to identify the individual students in need of additional aid to reach grade level proficiency.
- The increased school choice option for parents provides an additional incentive for both schools and teachers to reform any ineffective educational strategies.
- Results have shown that the nation is still on track to reach the 2014 deadline for universal grade level proficiency in math and reading.
- All students are held to the same achievement standard (as dictated by their state) regardless of their ability level, socioeconomic status and native language.
- The only students who are not held to the same achievement standards are those with severe physical or mental disabilities.
- Due to the intense focus on math and reading proficiency, fewer resources and time are devoted to subjects such as art, physical education, social studies and science."
(From care to vote citation)
This is share that alot of schools weren't able to raise their test scores. They were being hurt by the program more than helped.
Reasons for No Child Left Behind
"As Congress prepares to debate re-authorization of the No Child Left Behind Act, Americans express mixed views about the nation’s signature education law. Among those who have heard about the law, 34% say the law has made schools better; 26% say it has made schools worse; and 32% say it has had no impact." (Pew research)
"Parents of public school children have relatively positive views of No Child Left Behind, which uses annual testing to measure school progress and requires schools to raise reading and math test scores. More than four-in-ten public school parents (42%) who have heard a lot or a little about the law say it has made schools in the country better (compared with 34% of the public). However, just 30% of public school parents say that No Child Left Behind has made their children’s schools better." (Pew research)
"Overall, 45% of the public, and about the same percentage of parents with children in public schools (43%) — say the law overemphasizes standardized testing, based on those who have heard a lot or a little about No Child Left Behind. About three-in-ten in both groups say the emphasis on testing is appropriate, while smaller numbers believe there has been too little emphasis on standardized tests." (pew research)
Overall this is saying that no child left behind did help students and school and helped them improve. It wasn't a great amount that is did improve but enough to help them start helping their students. The scores for the standard testing also improved.
"No Child Left Behind- Overview." Federal Education Budget Project. New America Foundation, 24 Apr. 2014. Web. 9 Nov. 2014. <http://febp.newamerica.net/background-analysis/no-child-left-behind-overview>.
Antle, W. James. "No Child Left Behind." The American Conservative. The American Conservative, 1 Aug. 2005. Web. 9 Nov. 2014. <http://www.theamericanconservative.com/articles/leaving-no-child-left-behind/>.
Rudalevige, Andrew. "The Politics of No Child Left Behind." Education Next. Education Next. Web. 9 Nov. 2014. <http://educationnext.org/the-politics-of-no-child-left-behind/>.
Rich, Motoko. "‘No Child’ Law Whittled Down by White House." Education. The New York Times, 6 July 2012. Web. 9 Nov. 2014. <http://www.nytimes.com/2012/07/06/education/no-child-left-behind-whittled-down-under-obama.html?pagewanted=all&_r=0>.
"ESEA Flexibility." Pennsylvania Department of Education. Pennsylvania Department of Education. Web. 9 Nov. 2014. <http://www.portal.state.pa.us/portal/server.pt/community/federal_programs/7374/p/1433522>."Adequate Yearly Progress." Education Weekly. Education Weekly, 18 July 2011. Web. 9 Nov. 2014. <http://www.edweek.org/ew/issues/adequate-yearly-progress/>.
"The Controversy: Has NCLB Been Successful or Has It Failed?" Care to Vote '08 Getting Smart about Getting Smart. CTV 2008. Web. 9 Nov. 2014. <http://www.carleton.edu/departments/educ/vote/pages/Pros_and-Cons.html>.
"’No Child Left Behind’ Gets Mixed Grades." Pew Research Center for the People & the Press. Pew Research Center for the People & the Press, 13 June 2007. Web. 9 Nov. 2014. <http://www.people-press.org/2007/06/13/no-child-left-behind-gets-mixed-grades/>.