No Child Left Behind (NCLB) Issues Persuasive Essay by Nicky

An analysis of the conceptual problems and implementation issues associated with the No Child Left Behind Act (NCLB).
# 146191 | 1,012 words | 9 sources | APA | 2010 | US
Published on Dec 21, 2010 in Political Science (U.S.) , Education (General)

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The paper describes the origin and purpose of the No Child Left Behind Act (NCLB) and then reveals the flawed statistical justification for the Act. The paper goes on to identify major conceptual problems and implementation issues with the Act and shows why it is unlikely that the NCLB approach will achieve the objective of substantially improving education in America.

The Origin and Purpose of The No Child Left Behind Act
The Changing Role of the Government in Education
Major Conceptual problems and Implementation Issues

From the Paper:

"In 1991, then President, George H. Bush pledged that the American education system would better meet the needs of students and families by the turn of the century. The goals of ensuring literacy and satisfying the nutritional needs of children and families throughout the U.S. expressed at that time were not met substantially, and in 2002, former president George W. Bush signed the No Child Left Behind Act (NCLB or "the Act") making many of the same types of promises as the first President Bush. The main purpose of the NCLB legislation was to upgrade the quality of American schools and ensure basic competency in literacy and mathematics for all American students. In that regard, the second president Bush promised that the NCLB programs would guarantee that all U.S. students were literate and mathematically competent by the year 2014 (DOE, 2001)."

Sample of Sources Used:

  • Adams, D., Hamm, M. (1994). New Designs for Teaching and Learning: Promoting Active Learning in Tomorrow's Schools. San Francisco: Jossey-Bass.
  • Darling-Hammond, L. (2004). "NCLB Implementation Challenges: The Local Superintendent's View" Peabody Journal of Education, 80, 156-169.
  • Gardner, H. (1999). Intelligence Reframed Multiple Intelligences for the 21st Century. New York: Basic Books.
  • Gardner, H. (2000). The Disciplined Mind: Beyond Facts and Standardized Tests: The K-12 Education That Every Child Deserves. New York: Penguin Putnam.
  • Huber, R. A., Moore, C. J. (2001). "A Model for Extending Hands-on Science To Be Inquiry Based" School Science and Mathematics, 101(1), 32.

Cite this Persuasive Essay:

APA Format

No Child Left Behind (NCLB) Issues (2010, December 21) Retrieved November 27, 2022, from

MLA Format

"No Child Left Behind (NCLB) Issues" 21 December 2010. Web. 27 November. 2022. <>