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No Child Left Behind - Essay Example

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1). It contained more than 9601 sections within ten titles encompassing 670 pages of legislations pertinent to the act. Accordingly, it was emphasized to be built on “four common-sense pillars: accountability for results; an emphasis on doing what works based on scientific research; expanded parental options; and expanded local control and flexibility” (U.S. Department of Education, 2005, par. 2). In sum, “NCLB requires each state to set academic standards; test all students periodically in science as well as in reading and math in grades 3-8 and once in high school ; and to set annual accountability targets for every school to meet. NCLB sets a national goal that by 2014 all students would be "proficient" in reading and math, and requires states and school districts to intervene in schools that miss their annual targets for multiple years” (The White House, 2011, par. 10). Rationale for Opposing or Supporting the Act From opinion polls and studies conducted by various educators and practitioners, it was revealed that the rationale for opposing the act was that “nearly half of school principals and superintendents view the federal legislation as either politically motivated or aimed at undermining public schools. Likewise, a study Policy Analysis for California suggested that, because of its requirement to evaluate school progress on the basis of demographic subgroups, the law might disproportionately penalize schools with diverse student populations (Public Agenda, 2003; Policy Analysis

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for California Education, 2003)” (cited in Editorial Projects in Education, 2012, par. 11). Further, there were identified rules regarding the need to report and measure adequate yearly progress and the reported goal of proficiency reaching 100% by the time frame 2013 to 2014 (Editorial Projects in Education, 2012, par. 12). On the other hand, supporters of the act, particularly members of the American Federation of Teachers indicate that they are supportive of the goals and specifically, Jamie Horwitz, the spokesperson of the group averred that “We like the professional development component, the emphasis on reading, Title I, and that it did not include a voucher program. We think it will have a positive affect" (Education World, 2011, par. 16). Personal View of No Child Left Behind and how it fits into one’s Educational Experiences Personally, one strongly agrees that the goals of the No Left Behind Child Act are commendable. However, with regards to implementing the defined strategies, like instituting testing programs, the tight financial resources allocated to various schools create problems of effective pursuance. This experience was corroborated by “Rachel Tompkins, president of the Rural School and Community Trust, which works with 700 rural schools in 35 states, agrees. "We view it as having lofty goals and not enough resources to accomplish them, particularly for the poorest, most rural school districts," says Tompkins. "I don't know how schools will be able to cope with the expense of these programs. There is some money to cover the cost of testing. But it's crunch time. There are increases in resources that are beneficial; it's just not enough" (Education World, 2011, par. 22). Likewise, consistent with the experiences in other public schools, there have been problems with the standardized tests that appear to be flawed and do not accurately assess and
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and number No Child Left Behind Date submitted No Child Left Behind Description of No Child Left Behind The No Child Left Behind Act of 2001 was formed during the governance of then President George W. Bush as an educational reform aimed to “improve student achievement and change the culture of America's schools” (U.S…
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