No Child Left Behind: Gift Or Curse?
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After being in his presidency for one year, President George W. Bush in 2001 signed the No Child Left Behind Act into law. He made a commitment to ensure that all children in the United States will from that day forward receive high quality education so that “no child is left behind.” The aggressive school reform policy passed with flying colors with overwhelming support from both houses in Congress. This new act has lead to higher standards and greater accountability throughout the Nations school systems by closing the achievement gap offering more flexibility and options to both the educators and the parents. Many educators and lawmakers are rejoicing about the 1,100-page bill, as the nations first real chance at school improvement since the 1965 Elementary and Secondary Education Act.
More and more original followers are changing their once skewed views from the government. People argue that the No Child Left Behind Act is too much of a cookie cutter approach. Instead of benefiting certain school districts others are more being torn apart. Lack of funding from both federal governments and state governments deems many school districts unconstitutional and as a result of this they cannot measure up to the lofty aspirations guaranteed by the No Child Left Behind Act.
No Child Left Behind: A Gift from Above
Increased Funding
As a result of the No Child Left Behind Act school districts receive more money. Actually, the funding for schools by President Bush and Congress is higher than ever before on the education of Americas children. Because of the additional funding teacher quality will be increased, classroom resources will be increased therefore yielding a more effective education for the students attending public schools in the United States. A term coined by No Child Left Behind as HQT or Highly Qualified Teacher is used for a teacher who has a college degree, is state certified and most importantly is capable of successful teaching.
Increased Flexibility
This act gives states and school districts more control and flexibility to direct resources where they are needed most. Administrators will spend less time filling out paper work and spend more time in the classrooms, evaluating and improving the classroom. Along with the state and school districts, parents can have more control over their students learning. Now parents can transfer their children to another public school the state says their school is “in need of improvement.” The school district will be responsible for transportation of the student also. As products of the NCLB Act parents, educators, and administrators all gain increased control and flexibility.
Services for those in Need
If a child is struggling in school they may qualify for free tutoring and additional help or also referred to Supplemental Educational Services with school work. One of the qualifications of this free tutoring or additional help is if students school is titled as “in need of improvement” for at least two consecutive years. Many low-income families may be eligible to receive and benefit from the SES. Provided free of charge, this assistance takes place outside of the regular school day to prevent taking away from the students learning to solely contribute and enhance their learning. This learning may take place after school or during the summer.
Parental Involvement Encouraged
Parental involvement is strongly encouraged by the No Child Left Behind Act. In fact it requires schools to develop ways to get parents more involved with their childs education and improving the school. Parent involvement is also inquired because of the school district report cards that report each of the schools improvement and success within the district. With this information the parents, community leaders, teachers, principals and elected leaders will be more informed and capable to improve schools.
School Accountability
No Child Left Behind holds schools and school districts accountable for results published on school district report cards. They are responsible with meeting the new high standards made when the NCLB raised the bar for qualified and effective schooling. Under the acts accountability provisions, states must describe how they will close the achievement gap and make sure all students, including those who are disadvantaged, achieve academic proficiency. Subsequently, schools will be accountable for their success each student will have their knowledge measured. No Child Left Behind requires states to test children in reading and math every year in grades third through eighth. Additionally, students will be evaluated at least once in high school in the same subjects. These tests measure students progress, enlightening parents and teachers where the student needs special or individualized help. The results of the tests also inform teachers of areas improvement for their personal teaching. Adequate Yearly Progress (AYP) is used by NCLB to explain the schools who have met state reading and math goals. Schools who do not meet the (AYP) are labeled as “school in need of improvement.” These schools are provided with additional help to improve.
Use of Proven Methods
No Child Left Behind focuses on teaching methods proven by extended research to work. There will be “no more experimenting on children with educational fads.” It has been proven that areas with a higher percentage of lower income families have weaker public schooling systems. Title I from the U.S. Department of Education funds states to give these not as strong school districts with additional money.
Improved Literacy
Providing more than one billion dollars a year to assist children to learn to read, No Child Left Behind, according to the US Department of education, is dedicated to ensuring all children to learn to read on grade level by the third grade. President Bush and colleagues implemented a new program as apart of the NCLB called the Reading First Program. This course of action provides money for states and many school districts to support excellence and quality reading programs based on recent scientific research.
No Child Left Behind: A Curse from Below
Changing Schools can be detrimental
Student performance improves when instruction improves. That will not necessarily happen just because a student changes schools. In December 2002 the Department of Education posted guidelines for the NCLB saying that students