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uarantee that every child is skillful in reading skill that is directed for interpretational purpose and mathematical skills for basic and every-day actions. This is to be accomplished by the end of the session 2013–2014 as per the school year. An explanation provided by NCLB regarding this strategy involves various political domains from lower to higher authorities i.e. from schools to district and to state authorities so that children master the skills in every possible manner. This step not only will be of prime significance from the point of view of children but also it is highly imperative step for the development of the nations and therefore qualification of teacher is highly imperative for the success of the strategy formulated under NCLB. Step by step procedures are adopted for assessing adequate yearly progress (AYP) (State and Local Implementation of No Child Left Behind, II & III).
No Child Left Behind Act (NCLB) is a federal law which was established in 2001 to highlight the importance of basic and higher education for every child. The major task of this law is to exhibit aptitude and advancement according to answerability criterions set by the country and accepted or permitted the Department of Education of United States (Accountability Resource Center Hawaii).
The law necessitates states to execute a system that is responsible enough to measure the progress and performance of the system in development of the child. For instance, a responsible system to measure Adequate Yearly Progress (AYP) in mathematics, reading skills, contribution and aptitude. It also encompasses the way teacher teaches and how qualified the teacher is to teach and meet the standard. These accomplishments are reported annually at the individual level, school level and also at the state level (Accountability Resource Center Hawaii).
NCLB was implemented as a law in January 2002 as "An Act to close the achievement gap with accountability, flexibility, and choice, so that no
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This paper is a literature review of the study “Parental volunteering: the resulting trends since No Child Left Behind” written by Wang and Fahey. In the observe study the researchers performed the empirical analysis where parental volunteering and its measurement are actually the central problems.
Since its implementation in 2002, the NCLB Act has been frequently criticized by the educationalists considering its negative impacts on the teaching practice and the learning tendency of the children. Owing to the educationalists’ negative perceptions of it, this Act has been interpreted as the “no psychometrician left unemployed” and the “no child left untested” Act at different times (Cochran-Smith 99).
However, in realization that the educational standard of the US is struggling to be at par with its international competitors, politicians have held certain assumptions as follows: • Students are unmotivated and need more immediate consequences tied to their learning.
Department of Education, 2005, par. 1). Enacted as a public law on January 8, 2002, the act was clearly described “to close the achievement gap with accountability, flexibility, and choice, so that no child is left behind” (Public Law 107-110-Jan. 8, 2002, 2002, p.
The new law renovates the federal government's responsibility in public education by requesting America's schools to explain their achievement in terms of the progress of each student. The act encourages four improvement principles. First is to improve responsibility for the outcome of academic tests.
ade a No Child Left Behind legislation is because the United States Congress and the United States House of Representatives worried about the rise in student dropouts.
This law has several important features. First of all, until 2006, all children and high school students will
The recent past has seen a good number of schools failing to meet the set out standards. Despite this, it is evident that there is no reliable proof regarding the fact that we have stopped leaving children behind. Key to this
The action has been successful in reducing the gap between the minority and the majority as well as improving the test scores of both the minority and the majority (Tavakolian & Howell, 2012).
The no child left
Through the act, the bridge between the minority and the majority groups has been reduced. The standard test scores have also been greatly enhanced by the action through the accountability initiative program advocated by the act.
The no child left behind act of 2001 has been
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