The No Child Left Behind (NCLB) Legislation of 2001 was signed into law to bridge the gap between what President Bush called, “the haves and have nots” (Hess and Rotherham, 2007, para. 10). The focus of the Act became the “have nots” which were minority students. Many of these children live in poverty and go to schools in impoverished areas (Wolk, 2011). Most states interpreted this Act as saying that there must be standardized tested on specific curriculum. Each year, millions of children in elementary and high school must take the tests and pass them in order to show that they have achieved the specific scores that teach state has decided upon. Unfortunately, a child who is hungry and who lives in difficult situations that can include violence in the home, malnutrition, neglect and homeless (Aldridge & Goldman, 2007) is still being left behind.
Demographics of Poverty in Education
In the early 20th Century, the number of children who were living in poverty was lower than it is today. As an example statistics from the U.S. Department of Education show that between the years 2007 and 2009 (most recent statistics) the incidence of children living in poverty rose to 19%; In 2000, this statistic was only 15% (Avd et al., 2001). In 2010, the poverty rate for children rose to 22% which meant that one in five children under the age of 18 is living in poverty in America (Censky, 2011). The poverty rate for non-Hispanic whites was the lowest in 2010 at 9.9%. Blacks had the highest rate for poverty at 27.4% and other Hispanics were at a poverty rate of 26.6%. Men and women also faired differently. ...Show more