Positive Effects of the No Child Left Behind Act - Research Paper Example

Abstract The No Child Left Behind Act is one that has been controversial because of the several educational gaps within the system. The act has standardized the educational system; however, in the process has left several programs and areas of funding with specific problems. Despite the several gaps, the act is one that is beginning to prove that it has a positive outlook and that it can provide more alternatives to those that are interested in transforming the educational system. Introduction Reforms that are occurring in education are providing new opportunities and questions over how children should gain the knowledge needed. One of the alterations that are providing a positive option for students is the No Child Left Behind Act. This act is one that is considered a polarizing issue that affects students in the United States today; however, it is a positive change to the American educational system. The ability to create a new foundation for students and showing a different type of potential is then able to provide new opportunities toward the overall educational system. The paper will identify some of the current reforms in education and how the No Child Left Behind Act is creating a positive step toward the changes that are needed in the educational system. More importantly, there will be findings and research that show how this act is creating new opportunities in the educational system that will continue to develop and promote the knowledge that children are required to have for more career opportunities in the future. Statement of the Issue The concept of the No Child Left Behind Act is one that has become controversial in society because of the expectations in education as well as the requirements that have to be met within the system. This political act is demanding a different set of standards for educational systems and is requiring teachers to move outside of the normal curricula to teach students. For most teachers, as well as administrators, this is requiring several changes within the internal structure and the teaching that is available. Many others that are looking at the expectations and the reform are finding that there are problems with the demands and the movement into the act. The inability to meet standards, the changes that are occurring in the classroom and the new demands are becoming problematic for those that are teaching within the educational system. These several debates are leading several to question the legitimacy of the act as well as how well it works for those that are within the educational system. More importantly, the imbalances of school quality, availability of resources and diversity of students is making the standards difficult to achieve based on the policies and reform that is taking place (Ryan, 2004). The importance of examining whether the No Child Left Behind Act is making a positive impact on the educational system then needs to be examined so the standards can begin to change. Literature Review The No Child Left Behind Act was a political set of policies and procedures that were implemented in 2001 by the Bush Administration. The main objective that was considered was to begin to standardize the levels of academic achievement that were a part of the system and to create higher requirements for graduation. More importantly, the standards were used to help students of diverse backgrounds to reach the same levels of achievement as those that came from more privileged areas. The socioeconomic backgrounds of this movement are the first consideration with standardization of schools being the primary option for those of diverse backgrounds. Under this movement, schools are required to show standard levels of achievement each year. The goal is for the students to reach 100% on tests that meet the specific standards. As this is done, the schools will be provided more support and financial backing by the government to continue to raise the standards within schools while making sure that those of diverse backgrounds are able to continue performing with different standards. This act began because it was noted that most schools were failing to meet the educational requirements with students. Standards were set in place to change the expectations within the classroom (Linn et al, 2002). The standards that have been implemented with the No Child Left Behind Act have led to several debates over whether it is effective or not. Changing the standards from the traditional methods of teaching and the adherence to a specific curriculum are being altered because of this act. For many, this means a lack of programming that is needed within schools and which is known to assist with different aspects of a child’s education. The first reason why many are against this act is because it is changing the importance on electives, such as music, the arts and sports. Many are stating that the standards and performance are leading to narrow standards that don’t provide the right approach to education. As the electives are being dismissed from schools, are also gaps in the children’s education and the inability to give children a well rounded education. For those who believe that electives should be as valued as academic subjects, are questions of whether the standards and policies are helping to revive the educational system or to diminish the available options for students. Program cuts as well as devaluing the electives available are two of the reasons why many disagree with the act (Jennings, Rentner, 2006). Another problem with the act that many are noting is based on the development that comes from the government and the changing considerations that are a part of this. Many that are opposed to the act are finding that the standardization is not met by the sources of funding that are needed for schools to meet the requirements. For the requirements to be met are specific areas of government funding that are being provided. However, most schools are not able to meet the standards and expectations of the act with the available amount of funding. It is known that the first year of the act, only 0.4% of compensatory funds were provided to the act. Since this time, there has been a shift with local and state supported funding. However, only an average of 4.3% is able to go to the act as the rest is being used for the basic management of the schools. For most, this is not enough to match the standards and shift in curriculum that is required. Since it is combined with the state policies, most are combining the funding to work in their favor, instead of focusing on the needed money to go toward the educational programs (Mathis, 2003). The questioning of educational standards is one that is not only based on the funding and the changes in programs available. The diversity of students and the need to reach different minorities is also creating a difference in the ability to promote the act and to reach specific standards. For instance, many minorities come from socioeconomic backgrounds that don’t have the same standards and needs for education. The inability to speak English, social implications of different subjects and the changes that can’t be implemented through economic complications are some of the several problems that are a part of the act. There are no ways in which the act is able to balance the gap that is occurring from those that come from different socioeconomic backgrounds. Instead, this leads to many of the schools not being able to meet the requirements with the act and continuing to perform below standards because of the diversity within the schools (Abedi et al, 2004). Even though there are several complications with the No Child Left Behind Act, there are still benefits that are able to provide schools with new opportunities. The main trend that is beginning to occur as a result is that schools, educators and the government are required to meet an agenda and a level of accountability. In the past, educators were not required to move through a specific curriculum and were able to teach specific topics within their understanding and educational preferences. With the No Child Left Behind Act, there is a sense of setting an agenda and creating changes as well as a blueprint that educators can follow. Even though this is currently leading to gaps in the expected standards, it is also creating a basic component that can help all children to achieve certain levels of understanding within the political and educational realms (McGuinn, 2006). As the specific standards are met, there is the ability to begin moving toward a specific course for educators at a national level. The past curriculum was one that was based on individual need and preference as a part of the No Child Left Behind Act. However, with the specific standards that are currently a part of the program, is also the need to begin moving forward with students and the type of education that is received. As the Act is fine tuned and reaches different standards, is also the ability for students to begin receiving a higher standard with education. For students, this track will allow them to have more opportunities for the future, such as a choice in the schools that they desire to move into as well as the specific programs that work most effectively for their needs (McGuinn, 2006). The concept of reaching new standards with students is one that will eventually provide a benefit to the nation as a whole. Many that are behind the act are showing that the main impact that will occur is based on the concept of having a market driven curriculum. This means that those that are supporting the act are interested not only in reaching new standards, but also are looking at career potential and future initiatives that are a part of the act. Those that are currently looking into the No Child Left Behind Act are assuming that the alteration in standards will begin to change the socioeconomic potential of America. The main consideration is that the skills which will be required by those in the community will continue to increase. As this occurs, there will be the ability to reach better standards within the work force and for job opportunities. More importantly, there will be the ability for minorities to begin working into jobs and schooling not only based on the basic standards. More importantly, there will be opportunities that have direct measures based on the standards that students are reaching and the way that they work toward different careers. The equity that is within various career fields will be able to alter, specifically as a positive step for minorities as it will be based on the educational standards that have been met by the act (Fusarelli, 2004). The concept of the No Child Left Behind Act is one that is beginning to alter the specific conditions of those living in socioeconomic conditions that don’t support education. In 2010, it was noted that there are one in six public schools that are at a poverty level because of the student demographics and because of what is available within the student population. This includes over 75% of the students that are able to get subsidized lunch because of the low income that is coming through the household. The conditions are followed by the finding that high poverty also leads to substantially lower grades in both math and English and is not providing students with the right outcome to achieve their goals in primary educational facilities (National Center for Educational Statistics, 2010). One of the ways that the No Child Left Behind Act is beginning to assist those with socioeconomic backgrounds that aren’t conducive to learning is by offering new levels of reading achievement. It was found that by standardizing the expectations for reading, students were able to progress more rapidly and were able to have a different set of guidelines toward the challenges that were occurring in the classroom. The reading standards include basic skills, such as recognizing words through reading and phonographic coding. It also includes vocabulary standards and reading comprehension. It has been found that, when beginning these standards in kindergarten and first grade, it is able to increase the level of knowledge and standards that the students are able to meet. As the standards continue to be met, students are also able to increase their understanding. The knowledge skills are then able to increase more rapidly by meeting the standards and following specific guidelines from a younger age (see appendix A). By focusing on these skills, it is able to completely alter the way that students approach education as well as what is available as they move through the standards available (National Center for Educational Statistics, 2010). The need to reach the specific standards is not only altering the way in which students learn as well as the requirements that have to be met. There are also other alternatives that are allowing the No Child Left Behind Act to show that it is more effective than traditional methods of teaching. It is known that students who are required to be a part of the act are also accountable for the work that they do. Instead of passing through according to a teacher’s standards, there are other standards that now have to be met. For most students, this is seen as a challenge that can provide them with more motivation to learn the different concepts required in the school while getting the assistance that is needed. At the same time, there is the ability for the students to have more alternatives for their learning while staying on a specific path for their education (National Center for Education Statistics, 2010). The different concepts are not only showing in the different attitudes of children but also are altering the way that report cards and standards are showing. It has been noted that the implementation of the act led to some of the highest scores in reading since 1971 and 1973 among those in educational schools. It has also been found that the local standards within education are beginning to change with report cards among children having some of the highest grade point averages as a result of the standardized tests. It is also known that the grade point averages are specifically increasing among the disadvantaged, which helps the goals of the No Child Left Behind Act. For instance, the highest test scores that were on the tests were held by 13 year old Mexican boys, who before didn’t have the opportunities or standards that had to be met. More importantly, 43 of the states that have reached the standards are holding to the changes and are continuing to improve academically, despite the diversity or the socioeconomic conditions that are within the schools (National Center for Education Statistics, 2010). Findings The different concepts that are a part of the No Child Left Behind Act are showing several areas of controversy to those that are involved in the act. From one perspective, are several that believe that the act is one that has several gaps and doesn’t provide a strong basis for those that are interested in continuing education. The inability to meet specific standards, the education gap of minorities and the cut of both finances and the cutting of elective programs are leading several to believe that the act is one that doesn’t provide a strong basis. Since the standards have to be met at a certain level, it is showing that many are left to a disadvantage because of their socioeconomic background and because of the resources that are available. While the No Child Left Behind Act is causing controversy because of the change of standards, others are finding that it is providing more opportunity. The act is one that serves as a foundation for those that are looking toward standards within education and which want to enhance the traditional curriculum into one that carries national standards. The advantages are showing with the act as the performance of schools is continuing to increase while meeting standards. At the same time, there is proof that students are continuing to reach standards, remain motivated and to increase with their test scores and standards, specifically because of the implications of the act. While there is a noted set of educational gaps within the program, these different concepts are providing a different set of opportunities to those that are working with the act and which are looking to improve the standards of education. Discussion The No Child Left Behind Act is one that is positive for education and is providing a different set of alternatives for those that are within the school system. Since it has been implemented for the past five years, there have been several debatable issues and questions over the school system and the standards that should be met. Specifically, these are related to the cut in programs, lack of funding and the inability to reach to diverse student populations that have different needs within the program. However, the act is able to create a stronger set of standards and provide guidelines for a national curriculum that was not a part of society in the past. The results that are beginning to show from the No Child Left Behind Act prove that there is a positive effect from the program. The act is able to show a higher amount of standards among minorities, the disadvantaged and those that are within different school programs. More importantly, teachers, administrators and those working at the local level are able to follow guidelines that will prepare students for the work force while providing them with a standard for achieving specific goals and moving into society. The ability to implement these specific goals ultimately works in the favor of the nation for the work force and for the economic and social conditions in different areas. As more of the goals are achieved, there will be more possibilities for students to attribute to the economy and society in a different manner. While the act is one that is working positively because of the standards and the educational reform that it is providing, there are still debates that carry a sense of legitimacy. The lack of funding and programs, the inability to meet specific standards because of diversity and the educational gap that is occurring should all be considered as well. Using the act as a platform and beginning to define which programs should be implemented as well as what should be done for more flexibility will ensure that the act continues to be successful while matching the needs of those that are involved in the programs will help the act to continue to remain a positive step for educators. The No Child Left Behind Act is one that will need to continue to be revised if it is to be successful at a national level. While the standards are increasing and being maintained by most in the educational system, there are still questions about the different gaps that are a part of the act. Implementing other programs while continuing to raise the standards within the educational reform is essential for the success of the No Child Left Behind Act. This will ensure that the act provides a stronger foundation for education while allowing students to continue to excel in areas of academia. This will also create higher levels of awareness of what needs to be done in terms of education, specifically to implement more within the work force, economy and for the socioeconomic status in different areas. The more that the act works as a foundation in which teachers, school systems and the government can use, the more effective it will be for those that are interested in raising school standards. Conclusion The concept of the No Child Left Behind Act, implemented in 2001, is one that was based on reforming the educational system. The goals were based on providing children with more alternatives for their education while offering new standards and goals for those that are working within the educational system. Using the standards as a guideline for students while helping children to meet specific standards, despite their socioeconomic condition, is one that will continue to enhance the education available. More importantly, this works as a positive platform within the educational system and works as a foundation for furthering education. The result is one that will lead to more opportunities for students of diverse backgrounds while offering opportunities that will enhance the economy and socioeconomic status of those that match the standards of the educational act. Bibliography Abedi, Jamal, Ron Dietel. (2004). “Challenges in the No Child Left Behind Act for English – Language Learners.” Phi Delta Kappan (85). This article describes the problems occurring with the No Child Left Behind Act for minorities and those that are learning English as a second language. This raises questions about the several controversies that are a part of the act as well as how the requirements for diverse populations can’t be met by school standards. Fusarelli, Lance. (2004). “The Potential Impact of the No Child Left Behind Act on Equity and Diversity in American Education.” Educational Policy (18), (1). This article examines the benefits that the standards of the NCLB Act are implementing within schools. The benefits are not only based on the ability to meet specific standards, but also shows that the career changes, economic benefits and changes from a socioeconomic standpoint are effective with the program. Jennings, Jack, Diane Rentner. (2006). “Ten Big Effects of the No Child Left Behind Act on Public Schools” The Phi Delta Kappan (88), (2). This article describes the changes in curriculum and standards that are being made in schools. The information presented will be used to show how academic subjects and electives are being reconsidered and changing the way in which school programs are implemented. Linn, Robert, Eva Baker, Damian Betebenner. (2002). “Accountability Systems: Implications of Requirements of the No Child Left Behind Act of 2001.” Educational Researcher (31), (6). This article will be used to define the basic concepts of the No Child Left Behind Act. Specific ideals about the act as well as the reason behind creating the policies will be defined through the information presented in this article. Mathis, William. (2003). “No Child Left Behind: Costs and Benefits.” Phi Delta Kappan (84). This article describes the funding that is available for the No Child Left Behind Act as well as what it is leading to within schools and the amount of funding they have for various programs. It also describes the way that the government and schools are changing their funding to incorporate the standards needed with the available resources. This article shows that there is not enough funding available for the requirements of the act. McGuinn, Patrick. (2006). No Child Left Behind and the Transformation of Federal Education Policy. Kansas: University Press of Kansas. This book describes the way that the act is transforming educational policies and standards. Whereas before, the traditional standards and curriculum were determined by teachers, they are now being implemented with national standards that are given by the government. National Center for Education Statistics. (2010). Annual Reports. Retrieved from: http://www.nces.ed.gov/fastfacts/index.asp?faq=FFOption1#. This government site provides information on the current condition of schools as well as what the statistics are for educational programs. The site will be used to gather data on the current standing of the No Child Left Behind Act as well as how the implementation of this program is providing standards for those that are currently in the school system. Ryan, James. (2004). “The Perverse Incentives of the No Child Left Behind Act.” New York University Literature Review (932). This article is used to examine the problems that are a part of the No Child Left Behind Act and what issues need to be explored. The educational system can be re-evaluated and questions about whether the act is effective or not is written about in this article. Appendix A – Reading and Knowledge Skills Read More