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This paper argues that the "No Child Left Behind" Act of 2001 (NCLB) was a failure because it did not accurately measure performance, placed unfair pressure on disadvantaged schools and prevented specialized education plans. The paper reviews the methods in which NCLB attempted to reach its goal, the reasons why these methods were not effective and solutions to these problems. The paper contends that, if these reforms are made to NCLB, this federal policy then will be able to achieve its original goals more effectively, resulting in the desired better educated populace.
From the Paper:"While this idea is valuable and should be considered when making policies regarding education and helping disadvantaged groups of students, due to the implementation of the No Child Left Behind Act, more harm was caused than good. The No Child Left Behind Act requires a single end result from students: All groups must have 100% proficiency in all required aspects by the end of 12th grade. This requirement fails to adequately acknowledge a variety of factors; it does not take into account the initial levels of achievement for schools, nor does it consider the amount of achievement of a school relative to the starting levels of achievement. This disproportionately affects schools that contain many students from underprivileged groups, and virtually guarantees failure. This in turn causes additional problems for these schools and school districts, as failures may result in penalties.
"This is one of the main problems with the No Child Left Behind Act. If we are to keep NCLB in place, it is important to fix this issue. The solution to this problem was briefly alluded to previously: Achievement must be determined relative to a school or district's previous achievement. By doing this, we prevent unfair penalties from being imposed on schools that are working effectively but simply started in positions that are more difficult."
Sample of Sources Used:
- "Final vote results for roll-call 145". clerk.house.gov. May 23, 2001. Retrieved 2012-11-07
- One Hundred Seventh Congress of the United States of America [Education Policy]. (2008, March 28). Retrieved from U.S. Department of Education website: http://www2.ed.gov/policy/elsec/leg/esea02/beginning.html
- Rose, L. C. (2004). No Child Left Behind: The Mathematics of Guaranteed Failure.educational HORIZONS, 9. Retrived from: http://www.eric.ed.gov/PDFS/EJ684642.pdf
- Slack, M. (2012, February 9). Everything You Need to Know: Waivers, Flexibility, and Reforming No Child Left Behind [Web log post]. Retrieved from The White House Blog: http://www.whitehouse.gov/blog/2012/02/09/everything-you-need-know-waivers-flexibility-and-reforming-no-child-left-behind
Cite this Analytical Essay:
Improving the "No Child Left Behind" Act (2013, January 04) Retrieved June 27, 2019, from https://www.academon.com/analytical-essay/improving-the-no-child-left-behind-act-152134/
"Improving the "No Child Left Behind" Act" 04 January 2013. Web. 27 June. 2019. <https://www.academon.com/analytical-essay/improving-the-no-child-left-behind-act-152134/>