"No Child Left Behind" Act Research Paper by Calwriter
"No Child Left Behind" Act
This paper applies a Marxist, conflict perspective approach to analyzing education in the United States, especially the "No Child Left Behind" Act.
# 57263
| 3,225 words
| 7 sources
| APA
| 2004
| 
Published
on Mar 22, 2005
in
Public Administration
(General)
, Education
(Social Issues)
, Sociology
(General)
, Law
(Administrative)
, Political Science
(Marx / Engels)
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Description:
This paper explains that the officially named Elementary and Secondary Education Act, called the "No Child Left Behind Act", was signed into law by President Bush in 2002 and sought to improve education by making states accountable for the performance of their students on standardized tests. The author contends that a Marxist analysis of the premises behind and the application of the "No Child Left Behind" Act shows that the law addresses the problem of the achievement gap from the wrong perspective; the underperformance of disadvantaged children is blamed largely on the failure of the educators, ignoring the many sociological factors of inequalities, which are built into the American educational system. The paper relates that racism interferes with the cognitive development of young disadvantaged students early in the education process; the law does nothing to help economically disadvantaged minority schools become equal with more affluent school districts.
Table of Contents
Karl Marx and Social Inequality
No Child Left Behind Act
Overview of the Law
The Achievement Gap
Addressing the Achievement Gap
Conclusion
Table of Contents
Karl Marx and Social Inequality
No Child Left Behind Act
Overview of the Law
The Achievement Gap
Addressing the Achievement Gap
Conclusion
From the Paper:
"One of the key features of the "No Child Left Behind" Act was to ensure that all students must show proficiency in math and reading by the 2013-2014 school year. Schools must show a yearly progress report towards this goal. This holds true especially for English language students and special education students. School districts that continuously fail to post improvements will face sanctions. Principals and teachers in such "underperforming" schools could be suspended, removed or replaced. The "No Child Left Behind" Act also makes provisions allowing state to take over underperforming schools. Additionally, federal funding could be withheld for underperforming schools."Cite this Research Paper:
APA Format
"No Child Left Behind" Act (2005, March 22)
Retrieved June 19, 2013, from http://www.academon.com/research-paper/no-child-left-behind-act-57263/
MLA Format
""No Child Left Behind" Act" 22 March 2005.
Web. 19 June. 2013. <http://www.academon.com/research-paper/no-child-left-behind-act-57263/>