The No Child Left Behind Act Essay -- American Government, Politics

Initiated in 2002, the No nipper leftover canful ferment (NCLB) of 2001 intended to prevent the academic failures of educational institutions and individual students, as sound as bridge achievement gaps between students. This act supports the elemental standards of education reform across the States desiring to improve the learning outcomes of Americas youth. No babe Left seat has left many another(prenominal) to criticize the outcomes of the Act itself. Questions have risen concerning the effectiveness of NCLB, as well as the implications to Americas youth.ThesisThe No Child Left Behind Act of 2001 should be revised to allow better obligation of student success, accountability of schools progress, and better flexibility for teachers.About No Child Left BehindSigned into law in 2002, the No Child Left Behind Act of 2001 had ample bipartisan support. Implementing the belief that set high achievement goals in education would yield an increase in student success nationwide, t he act requires all states to build assessments for all row levels concerning the basic skills of reading and math. This in turn provides assurances of federal funding for the globe schools who participate fully in this practice. The goal of the act is to have either child achieve their grade level in math and reading by 2014. It was based off the Elementary & Secondary Education Act (ESEA) of 1965. ESEA established the Title I programs, which became the first federal education back up to support children of poor urban/rural areas (Ed.Gov).Accountability of Student achieverAccountability for improved student achievement lies at the heart of the ESEA indicate (Jennings, 2010). According to Jennings,we must relook how student progress in English voice communication arts and math sho... ...positions. Teachers should be rewarded by success, not penalized by iodin sided test results. In conclusion, the initial intentions of the No Child Left Behind Act (2001) were to close t he achievement gap between low achieving students and schools and their counterparts entirely have fallen short in many important aspects on the way. Teachers have become de-sensitized to the reasons they initially desired to be educators and have muddled their vision of how to implement instruction due to standards of NCLB and the consequences for not meeting those mandated goals. Likewise, students must perform, many times, above their level in order to be designate adequate by the federal government and their schools. In some cases, on that point is a disproportionate burden placed on schools, teachers, and students, all for the interestingness of what is federally deemed as average achievement.