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The No Child Left Behind Act (NCLB), 2008.
An analysis of the impact on a local school of the No Child Left Behind Act.
971 words (approx. 3.9 pages), 3 sources, APA, AU$ 37.95
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Abstract
This paper discusses how the No Child Left Behind Act (NCLB) initially posed significant issues for local schools. The paper then presents an interview with a county office administrator, superintendent and principal at a local public school who relate the NCLB's impact on their functioning and education in general. Additionally, the paper highlights the leadership in the school system that served to motivate teachers and staff members. The paper discusses how schools still experiencing issues with NCLB would benefit from this school's approach to the issue.
From the Paper
"The No Child Left Behind Act (NCLB) was signed into law in 2001 and was intended to ensure that all children were in receipt of an appropriate education in the United States ("A Guide", 2005). By appropriate education, the government meant that all children, regardless of race or ethnic origin, socioeconomic status or locale would be capable of graduating from public school systems with the ability of progressing toward a positive existence in society. This law was passed at a time when it was evident that many high school graduates could not read or write and lacked the basic skills needed to compete within the adult workforce. Therefore, the president and congress believed that the only manner of addressing the issue was to create a law that would ensure that basic educational skills were being taught and learned. The manner of measuring success of these tasks has been through annual standardized testing that all schools must undergo in order to display their adherence to the law."
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No Child Left Behind Act (NCLB), 2005.
A research proposal to examine how teachers and education administrators regard the NCLB Act.
15,400 words (approx. 61.6 pages), 21 sources, APA, AU$ 270.95
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Abstract
The NCLB Act has placed greater demands on states and school districts than ever before. States are expected to define the level of proficiency that all students are expected to reach and set a timetable for schools to bring all their students up to this level by school year 2013-14. This paper shows that, while some initial studies have documented the problems associated with implementing the NCLBA, there is sparse research that documents the perceptions of teachers and administrators as to the current state and alignment of schools in relation to the NCLBA. There remains a need to further explore and document such perceptions, including those associated with the NCLBA and leadership, teaching and learning processes, technology, parental involvement, stakeholder involvement, local school council, knowledge on special education, teacher qualifications, and the degree to which yearly progress is being achieved. The overall purpose of this proposed dissertation study, therefore, is to investigate and further document current perceptions of teachers and administrators regarding NCLBA.
Paper Outline:
Background/Context of the Problem
Statement of the Problem
Research Questions
Purpose of the Study
Research Methodology
Research Design
Literature Review
References
Teacher Questionnaire
From the Paper
"Research conducted after the first year of NCLBA implementation suggested that while the federal government had made lofty promises for the success of this initiative, the magnitude of change that needed to occur in American public education to bring about those promises had been underestimated (Center on Education Policy, 2003) . As also reported by the Center on Education Policy (CEP), while President George W. Bush had supported a significant increase in appropriations for the first year of NCLB as part of a political compromise to get the measure enacted, his budget for the second year proposed a much smaller increase with the states lacking the financial resources to make up the funding difference. Additionally, as concluded by the CEP, since the Act was signed, the nation's attention and resources have shifted to a war on terrorism and preparation for engagement in a war in Iraq. According to the report provided by the CEP, while the original ESEA failed because it provided money without accountability, the NCLB Act demands heavy accountability without much greater federal financial and technical assistance, representing an approach no more likely to succeed."
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No Child Left Behind Act of 2001, 2008.
Looks at the leadership of Secretary of of Education Rod Paige during which the controversial No Child Left Behind Act (NCLB) of 2001 was passed and implemented.
895 words (approx. 3.6 pages), 4 sources, MLA, AU$ 34.95
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Abstract
This paper explains that the Secretary of the Department of Education (DOE) from 2001 through 2005, Rod Paige, is a controversial figure. The paper describes Secretary Paige's primary responsibility for the initial passage and implementation of the No Child Left Behind Act (NCLB), which has been the most sweeping educational reform legislation in a generation, intended to raise all schoolchildren in the United States to a uniform level of achievement by 2014. The paper then presents several important issues contributing to the failure of the DOE to fully come to terms with the complexities and enforced uniformities of NCLB. The paper concludes that Paige's own controversial stances and excessively strident political viewpoint may have reduced his potential effectiveness during his term.
From the Paper
"Paige went on to note that with over 15,000 individual school districts in the nation, with assessment and governance standards varying almost on a district-by-district level (and certainly on a state-by-state level), he made it a priority for his department to work closely with each state to institute appropriate assessment and accountability programs. He stated that this first goal was accomplished (in 2003) for all fifty states, in large part due to the cooperation of delegations from many states, which had been invited to meet with DOE leadership in Washington, D.C., to discuss their issues and concerns."
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The No Child Left Behind Act, 2005.
This paper explores the popular "No Child Left Behind Act" set forth by the current administration and how it affects American schools.
1,881 words (approx. 7.5 pages), 11 sources, MLA, AU$ 65.95
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Abstract
This paper examines how America's forefathers had the right idea in wanting to educate Americans and rid the great country of ignorance. It looks at how policy makers have since attempted to draw up the best way to make sure education is a success in America and how the No Child Left Behind Act is just another milestone in the public education system. It examines the debate on whether it is helpful and puts forward the author's opinion that, while the NCLB is a good start for reform for American schools, perhaps it is time for it to be fully revised to ensure that, truly, no child is left behind.
From the Paper
"Politicians have used the school system as a political issue to gain support for their election. Most recently President George W. Bush was elected into office by a nation that fully knew his beliefs on the education system. Bush was first the governor of Texas and his ability to turn around the school system in that state gave hope to presidential voters in 2000. The testing scores in Texas were brought up as was the graduation rate. Yearly testing became the norm to ensure that no student was left behind to not be able to complete the basic educational skills needed to survive in the American job market."
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No Child Left Behind Act, 2007.
This paper examines the education improvement act known as the No Child Left Behind Act.
1,698 words (approx. 6.8 pages), 4 sources, MLA, AU$ 60.95
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Abstract
The paper discusses the controversy the No Child Left Behind Act (NCLB) has engendered on the state and local level and among teachers, parents and students. The paper explains that NCLB is designed to help students by guaranteeing them a better education. The paper maintains that the government needs a way to measure that better education. The paper relates that standardized testing is the way the federal government has chosen to accomplish this task, but excessive testing can have a negative effect on students. The paper concludes that NCLB has potential as an educational reform. It really could improve education in this country, but it needs to be reviewed and revised so that it is truly fair to all groups involved.
From the Paper
"Current President George W. Bush signed the No Child Left Behind Act (NCLB) into law on January 8, 2002 (ed.gov). This education improvement act which reworked the former Elementary and Secondary Education Act (ESEA) is supposed to accomplish several things to improve schools in the United States. States and districts are supposed to be more accountable. State and local levels should have more flexibility when using federal money. Teachers are encouraged to use proven methods of teaching and parents have more options in getting their child the best education possible (ed.gov)."
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No Child Left Behind Act, 2006.
This paper discusses the controversial No Child Left Behind Act of 2001.
1,345 words (approx. 5.4 pages), 7 sources, APA, AU$ 49.95
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Abstract
This paper explains that, according to the United States Department of Education, the No Child Left Behind Act (NCLB) is necessary to promote scholastic achievement amongst American students by promoting stronger accountability, more freedom for states and communities, more choices for parents and proven education methods. The author points out that many people believe that it is a step in the right direction but see that it has some very serious flaws. The paper concludes that the real victims will be students left behind in failing schools because these schools do not possess the financial wherewithal to attract good teachers.
Table of Contents:
Introduction
Defining NCLB and Parental Involvement
Stronger Accountability for Results
More Freedom for States and Communities
More Choices for Parents
Proven Education Methods
Economic, Social and Political Institutions or Players
Factual Analysis
From the Paper
"As it relates to political institution, this Act is one of the policies that have emerged during the Bush administration; making the Bush administration a major player in the implementation of the act. Although there are republicans that are supportive of this act, there are other Republicans and Democrats alike that do not believe it will accomplish the goal of leaving no child behind. This has made this Act a hot button issue in the political world. State governments also have a great deal to loose or gain through the implementation of the Act."
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The "No Child Left Behind Act", 2008.
An analysis of testing in relation to the "No Child Left Behind Act".
820 words (approx. 3.3 pages), 4 sources, APA, AU$ 32.95
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Abstract
This paper attempts to determine if testing under the "No Child Left Behind Act" (NCLB), signed into law in 2001 by President George Bush, is capable of accomplishing what it is intended to accomplish. The paper points out that NCLB was intended to address the needs of students to achieve proficiency in basic reading and mathematical skills. Prior to the implementation of NCLB, many youths throughout the country were exiting the educational system without possessing these skills and this hindered their ability to achieve personal and professional goals. As a solution, NCLB required each state to develop standardized testing that would produce test scores indicating each student's level and allowing officials to determine whether or not the schools were accomplishing their goals. The paper finds that one of the most significant issues is that each state's tests are not universal and in some states the tests are consistently changed, providing no clear evidence of progress that can be compared over time. The paper concludes that, for students struggling in school, state testing measures do not support the intention of NCLB and reduce the validity of the accountability of the educational system.
From the Paper
"The text of the NCLB indicates that "each state may select and design assessments of their choosing" ("No Child", 2001, sec. 3). Wenning, Herdman, Smith, McMahon and Washington (2003) discuss the fact that in states such as Louisiana and Maryland the tests that have been developed to meet the mandates of NCLB are both norm-referenced and criterion based (sec. 2). According to Wenning, Herdman, Smith, McMahon and Washington (2003) this means that some students are tested on their "board knowledge" of a subject, while other students are tested on their specific knowledge of objectives associated with the curriculum in each state (sec. 2). As this consistently occurs the tests results that are gathered by the state and federal governments cannot be compared to one another because there is not a universal system of testing that occurs. Additionally, because the testing of students is determined by each state, some states alter the testing patterns given, further complicating the accountability and assessment process."
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The No Child Left Behind Act, 2005.
This paper looks at the effectiveness of the 'Tell-'em-and-Test-'em' method of teaching and the ongoing debate behind the 'No Child Left Behind Act'.
1,094 words (approx. 4.4 pages), 4 sources, MLA, AU$ 41.95
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Abstract
This article looks at the educational reform in the "No Child Left Behind (NCLB) Act", that intends to create an environment in which all children should be able to learn and succeed. The writer claims that in demanding high standards for public schools, the NCLB Act places emphasis on the determination of which educational programs and practices have been proven to be successful and effective through scientific research. The article discusses related problems with the NCLB Act's provisions and the writer investigates the success of testing methods within schools. The writer presents the views of several teachers regarding the effectiveness of the Act.
From the Paper
"Close to forty percent of those who begin high school drop out before they finish. Many others fail in fact if not in name. They complete their schooling because we have agreed to push them up through the grades and out of the schools, whether they know anything or not."
The words of John Holt, author, former teacher, and leading figure in educational reform, echo the sentiment of many of America's public school teachers, and the addition of the No Child Left Behind (NCLB) Act has served only to reinforce such feeling."
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No Child Left Behind Act, 2007.
An analysis of the successes and limitations of the No Child Left Behind Act of 2002 in the United States.
2,976 words (approx. 11.9 pages), 8 sources, MLA, AU$ 94.95
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Abstract
This paper discusses the No Child Left Behind (NCLB) Act of 2002 in the United States. The paper describes the educational motives behind the formulation of this act. It goes on to describe the requirements of the Act and the issues that have arisen in its implementation. The paper then presents recommendations to limit the flaws of the implementation of the Act within the schools.
Table of Contents:
"Adequate Yearly Progress" (AYP)
Qualified Teachers
Involvement of Parents
Schools and NCLB
Bottlenecks
States and Federation Conflict
Parents' Point of View
Issues Related to Teachers
Children with Disabilities
Issues Related to Schools
Concern about Other Subjects and Activities
Reading Conundrum
Recommendations
From the Paper
"One thing that NCLB seeks to improve is reading comprehension of students. Schools in an attempt to raise reading scores are indulging in counterproductive things like strategy exercises and test prep. The problem here does not lie with the law itself but how the things are being implemented. The schools rather than being learning grounds have more become test prep centers. The focus on tests has removed the importance of learning. The reading programs being implemented are using content-poor exercises. Most of the time these exercises fail to stimulate the intellectual capacity of students. As mentioned earlier the emphasis on reading exercises have also excluded subjects like history, science, and the arts. In fact such subjects help in improving the reading capabilities of students more."
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No Child Left Behind Act, 2004.
An analysis of the adverse effects of President George W. Bush's education legislation, the No Child Left Behind Act.
1,575 words (approx. 6.3 pages), 7 sources, APA, AU$ 60.95
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Abstract
This paper discusses the adverse impact of the requirements of the No Child Left Behind (NCLB) Act. The paper outlines specific provisions of the NCLB legislation and examines its unrealistic expectations. The paper maintains that the Act's standards of achievement have no basis in the realities of the education system.
From the Paper
"Since the passage of President George W. Bush's No Child Left Behind (NCLB) education legislation, the adverse impact of its requirements has been experienced at the school district and state levels. Most specifically, its unrealistic expectations of increased academic performance for all subgroups of students, including those with special needs and limited English proficiency, have imposed an unreasonable burden on schools and school districts. Other problems such as the lack of funding and resources to comply with the provisions of the legislation have also been found..."
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The "No Child Left Behind" Act, 2004.
An analysis of the "No Child Left Behind" Act signed by President Bush.
2,612 words (approx. 10.4 pages), 14 sources, MLA, AU$ 85.95
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Abstract
This paper analyzes several measures that are included in the "No Child Left Behind" (NCLB) Act to bring significant increases in student achievement and to hold states and schools more accountable for student progress. The paper discusses the opinions of the proponents and opponents of this law. The issue of standardized tests raises a number of ethical questions about quality of education. In addition, this issue elicits several concerns regarding the impact on teachers.
From the Paper
"President Bushed signed the No Child Left Behind Act of 2001(NCLB), and it became an official law in January 2002. Several measures are included in the Act to bring significant increases in student achievement and to hold states and schools more accountable for student progress. By the 2005-06 school year, states must begin testing students in third through eighth grade annually in reading and mathematics. By 2007-08, they must tests students in science at least once in elementary, middle and high school. The states have to bring all students up to the "proficient" level by the 2013-14 school year. Individual schools must meet state "adequate yearly progress" targets toward this goal, based on a formula spelled out in the law, for both their student populations as a whole and for certain demographic subgroups. Since the law's initiation, there has been a great deal of controversy. For example, an article in the St. Louis Dispatch covered the fact that both Belleville high schools failed for the second consecutive year to meet the standards of the law. The Department of Education is claiming that this occurred not due to the level of student achievement, but because of the problems with NCLBA itself. "This is not a law that should be thrown out, but the law is greatly flawed," (Superintendent) Rosborg said. Belleville is not alone. Nationwide, a number of schools and states are objecting to various aspects of the law. Based on these many experiences, Rosborg correctly stated the situation. The law may not have to be repealed, but it needs a complete revamp."
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No Child Left Behind Act, 2007.
An analysis of the growing opposition to the No Child Left Behind (NCLB) Act of 2002.
1,838 words (approx. 7.4 pages), 7 sources, APA, AU$ 63.95
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Abstract
This paper discusses the criticism against the No Child Left Behind Act (NCLB) of 2002, which aims to close the achievement gap by holding school districts and states accountable, encouraging the use of flexible educational approaches and supporting parents' rights to school choice. It details the lawsuit filed by the state of Connecticut against the federal government claiming that the overall differences in levels of funding and costs to the state, due to NCLB, were preventing the state from more effectively using its resources. The paper goes on to describe the growing opposition to the Act.
From the Paper
"Following Connecticut's lawsuit, other states, such as Colorado, Utah, Hawaii, Maine, New Mexico, and Virginia have passed similar resolutions critical of the law (Conrad 2005). Moreover, there is a growing number of teachers at the grass-root level that do not support the No Child Left Behind legislation, such as the San Francisco's Teachers for Social Justice, which tackle many issues affecting marginalized students and colleagues (Conrad 2005). While educators are organizing at the grass roots, teachers' unions and parents are publicly opposing the No Child Left Behind Act (Conrad 2005). In fact, this "one-size-fits-all" mentality is now being questioned by a growing number of state legislators, school administrators, and teachers who believe that the NCLB Act is actually hurting teacher preparation programs and places far too much emphasis on testing and reporting provisions, without adequate funding (Odland 2006). A 2004 study, has calculated that NCLB, over time, will result in the failure of all schools, based on mathematical flaws in the formulas for calculating adequate yearly progress (AYP) (Lemberger 2006)."
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No Child Left Behind Act, 2008.
A critical analysis of the No Child Left Behind (NCLB) Act of 2002.
702 words (approx. 2.8 pages), 4 sources, APA, AU$ 27.95
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Abstract
This paper analyzes the No Child Left Behind (NCLB) Act, which was signed into law in 2002 by President George W. Bush. The paper describes the rationale governing the Act as well as the desired outcomes. It also describes criticism of the Act by various parties, both before and after its passage and then briefly describes the success of the Act in achieving its desired outcomes.
From the Paper
"Others, however, maintain that NCLB does precisely what it is designed to do. Representatives from the U.S. Department of Education stress NCLB's successes, noting that the fourth anniversary of NCLB has come with increased student performance in all domains assessed by the testing process. Schools and teachers are also conforming to the increased emphasis on certification and are engaged in improving student performance. The criticisms of funding are dismissed on the grounds that the money has come in different venues to the states, or that it will be reimbursed in the future. Finally, the testing process continues to be refined and doing so is a work in process: the initial phase of NCLB is concluding and after this point, the previously-stated beneficial outcomes of the testing process can be realized (Hess & Petrilli, 2006)."
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The "No Child Left Behind" Act, 2005.
Presents a qualitative study of the effects of the "No Child Left Behind" Act on special education and general educational outcomes.
2,400 words (approx. 9.6 pages), 10 sources, APA, AU$ 79.95
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Abstract
The primary aim of this research proposal is to to determine how the NCLB program impacts special education students, general collaboration and educational outcomes. NCLB was introduced by the Bush Administration in 2001 with the intent of improving the performance of sub groups and special populations in educational institutions across the nation. The focus of this paper revolves around how NCLB impacts special education students and classroom structure, in addition to examining the deficits in NCLB programming with regard to special education students. At this time there is a large body of research that focuses on the impacts of NCLB both positive and negative. Though some mention of special education students is made in many of these studies, this paper narrows the gap that exists with regard to comprehensive information regarding NCLB. Relatively few studies have focused on the impact NCLB legislation has had on specific teaching practices and attitudes among general educators vs. the attitudes and teaching practices of special education educators.
From the Paper
"Young (2003) also points out that legislators have been struggling with this act since its inception in 2001, and that many schools are reflecting a state of chaos rather than a state of success when it comes to realizing the stringent requirements of the act. Further, he suggests that the implications of the act are becoming more clear as time progresses, suggesting that while legislators are supportive of the law in general, the act is actually placing more and more legislators in a state of controversy and chaos rather than facilitating progress among the nation's school districts (Young, 2003). For schools to actually improve student performance so that all children, including special education children, meet the requirements, continuous improvement efforts are still necessary (Young, 2003)."
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No Child Left Behind Act, 2008.
This paper assesses the federally legislated education initiative, No Child Left Behind and argues that, while there are some shortcomings to NCLB, it has produced a generally positive impact.
775 words (approx. 3.1 pages), 3 sources, APA, AU$ 29.95
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Abstract
This essay assesses No Child Left Behind (NCLB), an act developed by federal legislation that authorizes programs intended to improve academic performance through new standards of accountability by schools, school districts, and states. The author makes the argument that, while there have been inconsistent findings regarding NCBL's effectiveness, the act has stimulated the adolescent to greater academic achievement by involving various forms of competition, while motivating students to identify with the school, to excel over self and over other schools.
Outline:
Overview of the NCLB Act
Mandates of the NCLB (2002)
Mission Viejo High School and District Scores
How Teachers and School Districts Meet NCLB Demands
Impact of the NCLB on US Adolescent Education
From the Paper
"Another means by which teachers and school districts meet NCLB demands consists of incentives and resources provided by law. Annual testing is done against standards, and achievement results are analyzed and reported. Technical assistance is provided. As of 2006, highly qualified teachers were provided for core academic subject areas, along with highly qualified aides (Ruiz, 2002). The law also provides support for students with special needs or who have difficulty meeting the standards. The law also provides scientifically proven programs and strategies to help teachers and school districts to meet the standards. Funding for the same purpose to districts and states has amounted to one billion dollars. That money is used for teacher professional development, reading readiness programs for preschool children, and education technology (Ruiz, 2002)."
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The No Child Left Behind Act of 2001, 2002.
An overview and discussion of the NCLB Act which modifies the role of the Federal Government in K through 12 education.
2,287 words (approx. 9.1 pages), 6 sources, MLA, AU$ 76.95
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Abstract
On January 8th, 2001, President Bush signed the No Child Left Behind (NCLB) Act of 2001 into law. This law is a summation of Bush's reform of education platform and contains some of the most sweeping of all changes and modifications to the Elementary and Secondary Education Acct (ESEA) since it was put into law in 1965. The paper shows that this act has resulted in a great deal of controversy on all sides of the issue. The paper examines the nature of the NCLB, its impact and the controversy over the issue.
From the Paper
"The new requirements for accountability include documentation of the program's effectiveness in supporting technology integration into curriculum and instruction and the intervention's influence on instructional practice. Research is showing that technology can effectively capture information about change in teachers' use of technology. For example, the California Department of Education developed the California Technology Assistance Project/Technology Assessment Profile, a tool for teachers to self-assess their competency in integrating technology into instruction. Typically, teachers complete CTA online before and after staff development. Results are graphically reported online as well. The state recommends that school districts use CTA as part of the overall assessment strategy and to assess the effects of the NCLB-EETT requirement that 25% of the technology funding be used for staff development (Cradler and Cradler, 2002)."
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