For instance, the law requires states to test students in reading and math by 2014 which challenges their learning ability skills. Georgia is the state with most high school dropouts and poorest record in the percentage of high school graduates. Georgia attributes these poor records to the state’s vast economic challenges ever since the Great Recession period.
In sum, it is clear from the report that the graduation rates as per ethnic groups in the U.S have increased since the implementation of the NCLB act. Evidence from the data that was statistically proven, it was realized that the African American graduation rate was at 44%; white’s graduation rate was 61% and Latinos was 32%.
From the analysis all states in the U.S need to ensure that all students attend schools in order to increase graduation rates. Additionally, policymakers need to ensure that all ethnic groups attend schools to avoid the increase in number of school dropout as it is the case in Georgia.
Center for Civic Innovation (CCI) At the Manhattan Institute. (April 2002). High School Graduation Rates in the United States. Web. 12 April 2014 Retrieved from ...
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In this regard, this paper will look into some of these underlying essential ideas as brought about by people who are in the position to affect the repealing or embracing of the law. As every good law is removed or retained, this does not happen in a minute’s decision but undergoes a long process of deliberation and it is good to note that an important matter such as the NCLB is taking much thought and consideration to whatever congress will decide on.
The Act came into existence during the tenure of President George W. Bush who described it as “the cornerstone of my administration” (Paige, 2002). The Act is a part certain major alterations in the educational system in the United States especially in the elementary as well as secondary education.
The Commission’s report on NCLB, titles “What can we do to make education better?” triggers thought and reflection. The report itself admits that perfection in the American education system is far cry, yet steps towards excellence re under scrutiny and constant innovation.
The overall purpose of the law is to ensure that each child in America is able to meet the high learning standards of the state where he or she lives. The specific goals of the law, as spelled out in the Federal Register issued on March 6, 2002" (No child left behind).
In this regard, this paper will look into some of these underlying essential ideas as brought about by people who are in the position to affect the repealing or embracing of the law. As every good law is removed or retained,
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 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
ducation policy, the critics, on the other hand, refer to it as a revolutionary federal incursion flowing into the states’ historic domain which leaves too many unfunded burdens” (Barbara 2005). However, the NCLB Act increases the Federal government’s management of local