A persuasive argument against the approach and implementation of the No Child Left Behind Act of 2002.
Written in 2009; 3,398 words; 11 sources; APA; $ 96.95
Paper Summary:
The paper reveals that the result of inquiries into the efficacy of the No Child Left Behind (NCLB) Act are virtually unanimous in their characterization of the NCLB concept as a failure and as a tremendous waste of valuable resources. The paper examines the four essential elements of the Act and outlines the many conceptual problems with this approach to education. The writer relates that he is opposed to the NCLB approach because it contradicts so much of the various philosophies underlying modern educational theory. The writer goes on to relates his personal philosophy of education.
Outline:
Background and History of the No Child Left Behind Act
Educational Reform Under the No Child Left Behind Act
Conceptual Problems with the No Child Left Behind Approach to Education
Specific Issue Analysis -- Contemporary Learning Theory and the NCLB Approach
Conclusion
From the Paper:
"Education reform in the United States is not a new idea. In 1965, President Lyndon Johnson enacted the Elementary and Secondary Education Act and during the administration of George H. Bush, the first President Bush promised, among other things, that by the turn of the century, all American school-aged children would have the benefit of comprehensive quality educational programming and improved nutritional and healthcare access to facilitate their learning in school. President G.H. Bush went so far as to promise that improved focus on American education would go so far by then as to also provide the training necessary for the parents of preschoolers to fulfill their role at home as their children's "first teacher"."
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