NO CHILD LEFT BEHIND

No Child Left Behind

No Child Left Behind

Background

The legislation known as the No Child Left Behind Act of 2001 (NCLB) is a piece of U.S. federal legislation designed to reform kindergarten through 12th-grade education based on standards. A majority of both the U.S. House of Representatives and Senate voted in favor of the legislation, and it was signed into law by President George W. Bush.

Although NCLB is often perceived to be a brand-new law, it is actually the latest reauthorization of the Elementary and Secondary Education Act of 1965, which is best known for the creation of titles (such as Title I, a federal program for low-income children, and Title 9, a mandate for gender equity in education). (Cochran, 12)

Research Questions

“No Child Left Behind”

What recommendations have states been intended to include achievement growth in their AYP calculations?

How have countries aimed to adopt formative assessment systems as tools to improve instruction rather than merely relying on one assessment at the end of the year for accountability purposes?

What should be the subject in calculations for AYP?

How should a national model for content and performance standards be developed?

What amends should be undertaken to develop a national model for state-wide accountability tests based on the NAEP?

Why should the assessment of the quality of teachers based on their effectiveness in raising student achievement rather than just by qualifications for entering the classroom be a considerable approach to evaluation? And

What should states be obliged to certify principals as highly effective principals by producing improvements in student achievement that are comparable to similarly situated high-achieving schools?

Methodology

For the purpose and objective of undertaking this study, we shall be using secondary resources, since this is a qualitative analysis that is being conducted. For this purpose, several surveys, direct observation and database interfaces (such as Blackwell, Ebsco, etc.) shall be considered for discussion.

Introduction

The broad measurement of a school's success in educating students is called Adequate Yearly Progress (AYP). AYP was designed as a tool that schools could use to help students know where they were ineffective in producing positive student outcomes. AYP is composed of testing scores in the areas of language arts and mathematics and a measure of graduation (for high schools and districts overall) or attendance rates (for elementary and middle schools).

Schools and districts must show a higher percentage of achievement from one year to the next. If schools or ...