The Act was passed on the basis of bipartisan support and it carries four important principles which include greater accountability for desired outcomes, enhanced flexibility for school districts, states and schools in terms of the utilization of federal funds. Moreover, the other principles comprise augmented choices for parents of children who are from disadvantaged backgrounds and a stress on teaching techniques that have been verified to work (Paige, 2002). The Act was earlier named as Elementary and Secondary Education Act, which was revised around seven times and finally in the year 2002, it was named as ‘No Child Left Behind Act’. The Act was constructed in order to ensure that improvements are made in schools which have failed to progress sufficiently for two successive years. These schools are provided with adequate funds to make developments. The Act further necessitates that adequate teachers are hired to handle the functioning of the school. Adequate actions are taken in schools that fail to improve for three years on a constant basis. Similarly, the schools failing to improve for four consecutive years are considered for reconstruction. Furthermore, in the schools’ that fail to develop for five consecutive years, reformation of staff members well as alteration in the management body is conducted to bring stability and effectiveness in the working process. The objectives of the Act is to provide educational facilities in various districts and states that are required to organize, structure and deliver quality education in public schools, thus facilitating development in the overall society (Reeves, 2003). Research Hypothesis The developed hypothesis in relation to the proposed research topic is based on the recognition, analysis and evaluation of the purpose as well as the effectiveness of the Act. Based on the above explained research issue, the hypothesis can be framed as: Null Hypothesis: The ‘No Child Left Behind Act’ was effective to reduce the number of illiterate children in America. Alterative Hypothesis: The ‘No Child Left Behind Act’ was ineffective to literate children in America. Research Questions According to the research topic ‘No Child Left Behind Act’, four questions can be taken into consideration, which are as follows: Qs. 1. What is the purpose of ‘No Child Left Behind Act’? Qs. 2. What are the strengths and the weaknesses of the Act? Q. 3. How far is the Act effective to maintain its purposes in the long–run? Q. 4. What is the gap between the targeted outcomes and the obtained outcomes of ‘No Child Left Behind Act’? Value of the Proposed Study to the Field of Education The No Child Left Behind Act was initiated in America in 2002, which provides certain beneficial aspects for students for ensuring that they are offered quality education as well as effective development opportunities. The Act was formulated to provide better level of quality education to students belonging to every sphere of society in America. The Act focused on incorporation of technology in order to make education effective in schools. With the incorporation of technology, training of teachers can be possible through the establishment of research based methods which can be useful for the overall development of education. The methods identified in this context are integration of technology for enhancing educational development and involvement of parents for providing better
NO Child Left Behind Act Overview of the Discussed Educational Issue: The ‘No Child Left Behind’ Act The ‘No Child Left Behind Act of 2001’ is a revolutionary reform in the field of education designed to develop achievement of the students and change the prevailing culture of schools in America…
Inclusion means that a variety of children regardless of their sex, race, ethnical background, socioeconomic status of their families, sexual orientation or disabilities, are included in the mainstream classroom and are provided equal educational opportunities.
Horace Mann believed that the social coexistence and political stability was dependent on achieving universal education. Consequently, he lobbied the state to embrace ‘non sectarian’ common schools for the admittance of all children. To this effect, Mann argued that it was civic and religious duty for the government to support common schools.
All these researches dealt with the current issues facing elementary education; hence, their importance. Summary of Findings The aim of Patricia’s study was to establish whether educators who were using differentiated instructional techniques were producing greater achievement results with their students compared to educators who were not using differentiation techniques.
This is where I learnt the basic subjects including language, literature, pure and social sciences, humanities, and mathematics, among other disciplines. However, my educational career started with more focus on civics, history and spiritualism captured, all of which I got excellent grades.
Education also helps in bettering the overall welfare of a state. Access to education is also a socio-economic issue in topical time. The USA is no exception to this. In USA, a lot of students are not completing their high school studies and opting out midway.
Professional learning community has (1) supportive and shared leadership; (2) shared values and vision; (3) collective learning and application; (4) shared personal practice; and, (5) supportive conditions (relationships and structures). A learning organization represents the term given to a company that fosters the learning of its members, and perpetually transforms itself by being able to alter its behaviors and mind-sets informed by experience.
As a concerned person the emphasis on testing disturbs me for a variety of reasons, including its commanding role in decisions on whether a program is succeeding or not.
According to Department of Education Overview (2005), NCLB is built on four common-sense