No Child Left Behind Act

No Child Left Behind Act



No Child Left Behind Act

Introduction

In January 2002 congress, with the encouragement of President Bush, passed a new act that was intended to prevent children from being left behind in education. (Beverage 2010) No Child Left Behind is designed to change the culture if America's schools by closing the achievement gap, offering mar flexibility, giving prints mar options, and teaching students based a works. This was and is a great ad.

Background

The No Child Left Behind Act if 2001(NCLB) is a wall intentioned yet fundamentally flowed pick if legislation. (Pederson 2007) No Child Left Behnd is based an testing, blaming and punishing, explained Lisa Guisbond, co-author if the FairTest report. ?a mar helpful accountability system would focus first an building the capacity if teachers, schools and districts to ensure that all children receive a high quality education that meets their individual needs. Core elements if the accountability systems FairTest proposes to better promote school improvement include: use if multiple forms if evidence if student learning, not just test scores; extensive professional development that enables teachers to better assess and assist their students; incorporation if ongoing feedback to students about their performance to improve learning outcomes; public reporting an school progress in academic and non-academic areas, using a variety if information sources and including improvement plans; the sparing use if external interventions, such as school reorganization, to give reform programs the opportunity to succeed. (Boehner, J.,2004)

Alternatives

(1) Ensuring that high-quality academic assessments, aaccountability systems, teacher preparation and training, curriculum, and instructional materials are aligned with challenging State academic standards so that students, teachers, parents, and administrators can measure progress against common expectations for student academic achievement.

(2) Meeting the educational needs if low-achieving children in our Nation's highest-poverty schools, limited English proficient children, migratory children, children with disabilities, Indian children, neglected or delinquent children, and young children in need if reading assistance.

(3) Closing the achievement gap between high- and low-performing children, especially the achievement gaps between minority and nonminority students, and between disadvantaged children and their mar advantaged peers.

(4) Holding schools, local educational agencies, and States accountable for improving the academic achievement if all students, and identifying and turning around low-performing schools that have failed to provide ahigh-quality education to their students, while providing alternatives to students in such schools to enable the students to receive ahigh-quality education.

(5) Distributing and targeting resources sufficiently to make adifference to local educational agencies and schools where needs are greatest.

(6) Improving and strengthening accountability, teaching, and learning by using State assessment systems designed to ensure that students aremeeting challenging State academic achievement and content standards and increasing achievement overall, but especially for the disadvantaged.

(7) Providing greater decision making authority and flexibility to schools and teachers in exchange for greater responsibility for student performance.

(8) Providing children an enriched and accelerated educational program, including the use of school-wide programs or additional services that increase the amount and quality of instructional time. (Frederick M. Hess 2004)

NCLB believes that boosting standardized test scores should ...