Bush, and the United States House of Representatives passed legislation on May 23, 2001. The United States Senate passed it on June 14, 2001, and President Bush approved it on January 8, 2002. The reason why the government…
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Until 2008, all students who are in elementary through high school will be required to take a science exam. Second, based on test results, there are many students who didnt receive good grades on their tests. As such, the school must do everything in their power to improve these grades. If the students dont do well, the school must reduce the number of teachers, which would make class sizes larger. Also, the government will reduce the number of supplies that the school gets. Third, if a teacher cannot improve the students’ grades three years in a row, then the government can fire the teacher.
The educational process should be evaluated because it has become a big problem. Children with disabilities are excluded from schools, and therefore proper education, and teachers can also conduct problems, which affects the way that students learn. Furthermore, assessments for children with disabilities need specific adjustments that modify the line of achievement goals, regardless of a child’s disability, that can be applied to all students. There greatest problem with this is that many disabled children are unable to learn at the same pace as other students, and they may not have the same capacity for retaining knowledge. It would be unfair to judge disabled kids with abled kids, and vice versa. However, some people agree with this policy. Even those who made the education policy mandates on assessments by the execution of educational research and policy, as well as the annual math and reading tests to follow the students learning progress, believe that there is a lot to be argued about No Child Left Behind. Most schools do not want want to accept this law and many people, including experts, feel that the entire legislation should be
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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.
ive of NCLB is to support and formulate the standards of education and enable the children under this scheme to attain their targets through education as well as by means of individual upshots (ESEA).
The objective of the No Child Left Behind Act of 2001 (NCLB) is basically to
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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