No Child Left Behind Act

Term Paper # 100615

Education > Curriculum
Law

A critical analysis of the No Child Left Behind (NCLB) Act of 2002.

702 words () | 4 sources | APA | 2008 United States

Paper Summary:

This paper analyzes the No Child Left Behind (NCLB) Act, which was signed into law in 2002 by President George W. Bush. The paper describes the rationale governing the Act as well as the desired outcomes. It also describes criticism of the Act by various parties, both before and after its passage and then briefly describes the success of the Act in achieving its desired outcomes.

From the Paper:

"Others, however, maintain that NCLB does precisely what it is designed to do. Representatives from the U.S. Department of Education stress NCLB's successes, noting that the fourth anniversary of NCLB has come with increased student performance in all domains assessed by the testing process. Schools and teachers are also conforming to the increased emphasis on certification and are engaged in improving student performance. The criticisms of funding are dismissed on the grounds that the money has come in different venues to the states, or that it will be reimbursed in the future. Finally, the testing process continues to be refined and doing so is a work in process: the initial phase of NCLB is concluding and after this point, the previously-stated beneficial outcomes of the testing process can be realized (Hess & Petrilli, 2006)."

Sample of Sources Used:

Goertz, M. E. (2005). Implementing the No Child Left Behind Act: challenges for the states. Peabody Journal of Education. Vol 80(2). 73 - 89.
Hess, F. M. & Petrilli, M. J. (2006). No Child Left Behind. New York: Peter Lang Publishing.
Smith, E. (2005). Raising standards in American schools: the case of No Child Left Behind. Journal of Education Policy. Vol 20 (4). 507 - 524.
Steffan, R. C. (2004). Navigating the Difficult Waters of the No Child Left Behind Act of 2001: What It Means for Education of the Deaf. American Annals of the Deaf. Vol. 149 (1). 46-50.