Policy Initiative/No Child Left Behind (NCLB)
This paper will examine the NCLB (No Child Left Behind) policy initiative.
The Policy
On 8th May, 2002, George W. Bush signed the NCLB Act into law. The Act represents the 1965 ESEA's (Elementary and Secondary Education Act's) most extensive reform ever. The federal government's role in kindergarten to secondary school education has been redefined through the Act, which is expected to help forge the achievement divide between minority and disadvantaged pupils and their fellow pupils. A nationwide Act such as the NCLB guides state standard development (Case Assignment Module ). These represent a form of course benchmarks, having a significant influence on course planning and development. This title's aim is ensuring every child has an equal, significant, and fair chance at obtaining superior quality education as well as (at least) reaching proficiency on difficult state-level academic tests and achievement benchmarks (Title I - Improving The Academic Achievement of the Disadvantaged). Incorporation of technology in schoolrooms, by means of stand-alone programs or enhancement, must fulfill state benchmarks (e.g., National Educational Technology Standards (NETS)) for educators as well as learners. NCLB also applies the notions of accountability, flexibility and choice, in reauthorizing other key ESEA initiatives (Archived: Executive Summary of the No Child Left Behind Act of 2001). The novel law, for instance, combines Eisenhower's class-size cutback and professional development programs to form a novel teacher quality improvement...
It has already been noted that schools have had to trim down on the subjects that are being taught, and the depths to which certain subjects are taught, and this ha of course had a direct effect on teachers' ability to both direct their own teaching and serve what many feel is the true purpose of their work as teachers -- providing true cultural knowledge and critical thinking rather
The Impact of Government Regulation on Curriculum DevelopmentIntroductionThesis: Government policies and regulations impact the development of a district�s curriculum politically and socially. State mandates, policies, and standards control what happens in instructional organizations.Historically, the evolution of curriculum development has been influenced by various philosophical and pedagogical paradigms. The early 20th century\\\'s progressive education movement was led by John Dewey, who called for experiential learning and democratic schooling (Dewey, 1938). By
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
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
State education agencies and local school districts needs to work to incorporate the major provisions of the No Child Left Behind Act (U.S. Department of Education, 2004a). The evaluator feels it is imperative that as teacher preparation programs, along with state and local education agencies, address the training, recruitment, and retention of highly qualified teachers and conduct counseling sessions for every American classroom. Teacher education programs can prepare future teachers
No Child Left Behind Law On January 8, 2002 President George W. Bush signed the No Child Left Behind Act of2001 (NCLB Act). This historic piece of education legislation reauthorized and considerably expanded the Elementary and Secondary Education Act, first endorse in1965. Its most important title, Title I, has focused federal government attention and money on students in high poverty schools for over 35 years. Congress made noteworthy changes to the
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