72). Therefore, the effect of the Act is this regard is positive. The same article states, "many districts, however, do not have the resources to implement them. Almost all (97%), for example, said they did not have the money to extend the school day or year" (Lewis, p. 72). The above statement provides an excellent example of the effects on local school systems by Federal mandates.
Since the act was meant to assist every student in achieving certain goals, and the Act states that every student should be afforded an equal opportunity to obtain an education, it makes sense in order to achieve these lofty goals that all children be given every tool possible to assist them in becoming better educated. Many of these tools are cost effective and valuable to the students (and the teachers) but the expense of providing them still has to be borne by someone. Since the Federal government was the entity placing the standards in place, many experts believe that the Federal government should bear the burden of paying for those extra tools and programs not formerly provided by the schools.
Supporting and dissenting literature is abundant on the subject and many valid points...
(No Child Left behind Act Aims to Improve Success for All Students and Eliminate the Achievement Gap) Parents will also gain knowledge regarding how the quality of learning is happening in their child's class. They will get information regarding the progress of their child vis-a-vis other children. Parents have of late been given the privilege to ask for information regarding the level of skills of the teachers. It offers parents
No Child Left Behind Act (Public Law 107-110, 115), is a Congressional Act signed into law by George W. Bush in January 2002. The Bill was a bi-partisan initiative, supported by Senator Edward Kennedy, and authorized a number of federal programs designed to improve standards for educational accountability across all States, districts, and increase the focus on reading. Much of the NCLB focus is based on the view that American
No Child Left Behind Act Impact of the "No Child Left Behind Act" in California Schools The Federal "No Child Left Behind Act of 2001" which President Bush signed into law in January 2002, has been an issue of debate across the country for the last two years. Its impact on public education has varied from state to state. According to the "No Child Left Behind Act of 2001," every state must
In principle, it is now believed that the traditional emphasis on passive learning through lectures and textbook methods of instruction are far less effective than active methods of academic instruction. Whereas modern educators have been pushing for public education systems to move away from passive learning methods, the NCLB creates the exact opposite incentive: to waste classroom modules memorizing information for the test and practicing test-taking instead of learning
No Child Left Behind Act of 2001 Key political, or legal issues, changes in K-12 assessment goals A Statute of instructive practice within the K-12 cluster involves instruction, curriculum and assessment among students. In this case, alignment ensures that the three capacities coordinated with the same goal and strengthened instead of working at cross-purposes. An appraisal will also measure the success of what the students are being taught on whether their
III. Other Issues and Challenges The No Child Left Behind act is viewed by many if not most of today's teachers as having tunnel vision and that acknowledges little but standardized testing outcomes. Specifically reported by Dillon (2009) in the 2009 New York Times article entitled: "No Child Law Is Not Closing a Racial Gap" that there has not been a narrowing of the gap between white and minority students in
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