No Child Left Behind (NCLB) Act - Term Paper Example

? No Child Left Behind (NCLB) Act Introduction The No Child Left Behind Act of 2001 signed on the 8th of January, 2002 by President Bush. The Act came in as a result of the state of Education in the United States. This Act emphasized the need for every student to achieve competence by the year 2013-2014 (NCLB,2002). This Act was put across as an endorsement of the Elementary and Secondary Education Act. There have been many debates on whether the law will achieve its objective of improving academic achievement. It has been argued that NCLB law may help children and schools in various ways. Children may be qualified to shift to improved schools or could access free (Richard, 2006). Schools could meet the criteria to receive grants which could be used to draw first- rate teachers and other school programs. A high stake is to be met by schools under this provision as schools are expected to register improved performances. State assessments are to be inclusive of all children. This topic is crucial as it focuses on education. The various aspects that will improve education are brought out in this Act. As the paper will address later, these aspects will be highlighted. Schools have become mainstay societal institutions. Sociologists have, therefore, focused on understanding the structure of schools and education in this case. The No Child Left Behind Act elucidates the need to incorporate some of the propositions in this Act in schools. The society is consequently going to be affected by the influence this Act has on education. These are the reasons why I chose this topic. This paper will make use of a wide variety of sources in a bid to explicate the above topic. Scholarly journals for instance, the Journal of Education and Sociology, newspaper articles, text books, as well as, verified internet sources will be employed. The purpose of this paper is to look into the No Child Left Behind Act of 2001. The concepts of the Act will also be explored in detail so that these concepts can be appreciated. The paper will also give cases in point that portray this Act. Furthermore, the impacts of this Act on Sociology and sociologists will be scrutinized. More imperatively, the significance of the Act in the society will be examined. There are several concepts surrounding the No Child Left Behind Act of 2001. There are six concepts that are emphasized by this Act. As mentioned above, the Act pays close attention to academic improvement. These emphasized concepts are related to improvement of academics. All Students Proficient in Reading by the End of the 2013-2014 School Year is one of the emphases of the NCLB law. States are given the chances to decide on the time they think this goal can be realistically achieved according to Title I, Subpart 1,1111 [b][2][F]. During this timeline, the school should have achieved other indicators like attendance and graduation, as per the state’s recommended academic achievement standards. Corrective Action is a concept that is also looked into by the Act. A corrective action is to be taken if a school does not meet the AYP in two consecutive years. One of the options is that transfer is offered to a family to a school of its choice following this shortcoming. This school will be within the district and for that matter, the transportation costs for this transfer will be catered for by the school. The first choice is offered to financially underprivileged students. If the school does not meet AYP in the third year, then an alternative program is to be introduced. The school is to be restructured following the failure to meet the AYP in the fifth year (NCLP, 2002). A more serious consequence is to me met if progress is not achieved in the year to come. In this case, alternative governance will be sought if a school does not meet the AYP in the sixth year since implementation of the program. All Children Reading at Grade 3 is one of the key concepts (Title I, Part B, Subpart 1, Section 1201). The focal point of the Reading First program is on the execution of K-3 reading programs. One of the programs in the K-3 category that was to be implemented is that of lending a hand to qualified schools and selected districts. These schools and districts that qualified for the program were to effect the K-3 agenda that are founded on science based research. Professional development intended for teachers is also looked into in this case. The Reading First program also accentuates answerability all way through screening, classroom-based assessment and diagnosis. All these stress on viability and reliability of the program. Closing the Achievement Gaps is another crucial concept of the NCLB law. Title I, Section 1001 of the Statement of Purpose states that there is a need to fill to gaps present between children who are high and low performers. Achievement gaps between peers who are advantaged and those who are disadvantaged are also to be closed. Another area where there is a need to slam the achievement gap is between marginalized and students who are not marginalized. Another fundamental concept addressed in this Act is that of Accountability and Adequate Yearly Progress (AYP). This is the minimum level of progress that selected school districts must attain annually. Title I, Section 1111[C], states that each state will be defined as to have attained adequate yearly progress by the standard academic achievement in public elementary and secondary school students. There is a need for the state to come up with an accountability system that looks into the interests of all public schools and students. It is the responsibility of a state to come up with the definition for of Adequate Yearly Progress. Students who are economically disadvantaged are also considered in this case. Students from races or ethnicities that are marginalized are also considered under this section. Finally, students with exceptional needs, as well as, those with minimum dexterity in English are also regarded under this section 1111. To make AYP, schools are to meet several prerequisites. 95% of students are to meet the set objective of the state. A safe harbor attained by the school can enable that particular school to meet the upper limit for student attendance and graduation. Another fundamental concept that affects education in the U.S is the issue of staff qualifications. This has been accentuated in the law. The law states that teachers of academic subjects that are core are to receive a credential from the state. They are also to accomplish the qualifying grade for the apposite content test. The law further states that these accomplishments were to be met by the end of the 2005-2006 school year. These teachers are also required to have; finalized two years of higher education, attained an associate’s degree. The provision for either an associate’s degree or local assessment was allowed. In this case, NCLB highlights professional advancement. Parental Involvement is also covered in the Act. According to this law, it is a requisite that families be updated on the accomplishment of their children. There is also a need to enlighten families about the performance of the schools. If students are taught by teachers who are not greatly qualified for two fortnights, then parents are to be informed. The law further states that it is proper for parents to know the credibility of teachers (Staff, 2005). The law also provides for the notification of parents of students with limited proficiency in English in case these students have been selected for language instruction program. In the same case, parents are also allowed to disdain from language instruction programs. Finally, there is the concept of Standards and Assessments. The emphasis in this clause states that States should be in a position to espouse contesting academic standards applicable to all children. These standards are required to give a specification of what is expected of students; what they are to know, as well as, what they are expected to do. Basic levels of achievements are also to be described. By July 2002, standards need to set regarding reading, mathematics and language arts. Standards set for science were to be in place by 2005-2006 school year. Grades 3 to 8 are to be assessed yearly from the beginning of the 2005-2006 year. Science assessments are to be administered in science from the beginning of the year 2007-2008. NCLB also provides for all students to be given proficiency assessments in English beginning in 2002-2003. Several incidences highlight the noteworthiness of the NCLB Act. Deaf students or those who are hard of hearing, for instance, have been favored by this Act. Assessment and accountability, one of the discussed concepts, brings out the benefits these students receive. The NCLB Act emphasizes the need to provide education to all children. This is inclusive of deaf children. In the previous years, children with disabilities including deaf students were excluded from assessments in all levels; state and district (Harste, 2003). As such, these students were not competent enough once they completed their secondary education. NCLB provides for students with disabilities to be assessed using the same standards as those with no disabilities. The University of Minnesota, for instance, following the passing of the NCLB, came up with a brochure and presentations in PowerPoint. These were to aid in the education of disabled learners. The facilitation of assessment of these learners were to be found with the help of these developments. For sociologists, the NCLB Act takes a keen eye on matters dealing with the society. One of the institutions that I as a sociologist look into is the school. I try to understand the aspects surrounding schools. The outcomes of public, as well as, individual influences on the society are crucial elements in my profession. NCLB has impacts on my profession in the sense that it impacts on the society through schools. As stated by the law, the standards set help me to understand the requirements that schools are to meet so that the society can be improved. The various aspects of the law look into the elements that need to be understood. The school structure, for instance, is one of the factors highlighted in the law. As a sociologist, am interested in understanding the structure of the school and the impact these structures will have on the society. The law also explores the relevant aspects that my profession is interested in; race, social stratification, and the human ecology are brought out clearly. NCLB Act affects the society at large. As much as the focal point is in the schools scenario, other institutions that make up the society are also affected. Structural functionalism theory stipulates that the society works like parts of the body. That just as the human body parts work together to ensure the proper functioning of the body, then, it is up to the society and the institutions making the society work together (Dillon, 2012). The NCLB Act has incorporated this aspect. The state, together with schools and families are to work together. This is for the improvement of the society as performing students will be the resultant feature of the program set forth by the Act. Equality is experienced following the provision for education of all children. Those who are disabled, from marginalized races, and different social classes are given a chance to go through the same assessment with those who are not marginalized. This will give children from all walks of life a chance to come out as better students who can get enrollment in competent schools. Culture being man’s way of living is one of the core elements of the society. The mode of dressing, the language, the religion and beliefs of a people define culture. Several of these aspects have been looked into in the NCLB. Language, with the emphasis being put on proficiency in English is provided. There is a need for every student to be a competent reader by the time they are done with their K-3 level. Language is highlighted such those who are not competent in English are given a chance to take up the language instruction program. Cultural implications in this case will be that those students from countries that use English as the second language will be forced to be competent in the language so as to help the school to achieve the AYP. There are also many cases where colored children are faced with more challenges compared to their white counterparts (NCLB, 2002). The NCLB provides for children, both marginalized as a result of their culture to be assessed using the same assessment standards as those who are not marginalized. This gives a level ground for all cultures to access better education. Conclusion Several issues have been highlighted by the NCLB law. Standards and Assessment required students to be administered standardized assessments. This will be uniform to all students. Qualification of teachers is also explored emphasizing the fact that teachers need to be competent enough in order to be able to teach. The Reading First program is to help children be in a position to be great readers by the time these children are through with K-3. A Corrective Action is to be executed if the NCLB Act does not work in the first two years. Dire consequences including changing the structure of the school, as well as, the way the school is being run. Students of diverse walks of life are provided for in this Act. Different cultures, for instance, are in a position to be assessed and have the best education. I think that, as much as this Act has several shortcomings, the competence that children gain is the crucial thing. Literacy is enhanced as emphasis is put on the need for children to improve academically by the time they are done with their learning. References Dillion, S. (2012, February 9). The No Child Left Behind Act. New York Times , p. 29. Harste, J. (2003). What do we mean by literacy now? Voices from the Middle 10(3) , 8-12. No Child Left Behind Act of 2001, Pub.L.No.107-110. (2002, January 12). Retrieved April 27, 2012, from Department of Education: http://www.ed.gov/policy/e/sec/leg/esea02/107- 110.pdf Richard, A. (2006). The Structure of Schooling:Reading in the Sociology of Education. New York: McGraw Hill. Staff, G. (2005). What the No Child Left Behind Law means to your child. The Law and Your Child 3(1) , 34-43. Read More