No Child Left Behind Act and its impact on education (part 1)

A brief overview of No Child Left behind Act

No Child Left behind Act was passed in 2001 and became a law in 2002. It was proposed by President G. W. Bush soon after taking office as the President of United States. The act was primarily focused towards the elementary and secondary education of the children on how to take effective measures that could benefit the children. Another emphasis of this   act was to devise some practically implementing strategies that could provide easy access to the schools for all the children regardless of their race and background. No child Left behind enacts the theories of standards based education reforms for the schools which is based on the belief that by raising the standards and setting up measurable goals can greatly improve the outcome of the students.

The act is currently applicable in all the states and functioning properly for the benefits of schools and students. Moreover, the results that can be obtained to observe the advantages of this act are still vague because no school is left to compare with. Though independent research has shown that the differences in the previous education system and the reforms that have been implemented after this act has affected the outcomes of the students where they are most effectively involved in their curriculum providing good results. The direct analysis of state test scores before and after enactment of NCLB also supports its positive impact.

A primary criticism asserts that NCLB could reduce effective instruction and student learning because it may cause states to lower achievement goals and motivate teachers to “teach to the test.” A primary supportive claim asserts that systematic testing provides data that shed light on which schools are not teaching basic skills effectively, so that interventions can be made to improve outcomes for all students while reducing the achievement gap for disadvantaged and disabled students.

This act put various obligations for the schools in order to work properly under the government regulations. High standards were applied to the schools they wanted to operate. The teachers had to meet certain qualification skills if they wanted to continue their career as teacher. Consistent training was organized by the government so that a single standard should be met all around the country. Various administrative changing took place all in all to make the elementary and secondary schools a better place for the study of the children where they can enter to learn not only their curriculum but also much more in their ways to interpret life in its various essences. Previously, the education of the country was never disturbed. The same old structure of universities and colleges was being effectively used. Elementary and secondary schools issues started when degradation was seen in the caliber of students from these schools. No single reason was present to justify this degradation. Students were not able to sustain pressures present at the higher level of educations thus making them inappropriate for the good universities and colleges. The theories behind the implementation of this act were majorly based on these issues which required that a certain system should be implemented in the schools where the skills of the students should be recognized and then accordingly they should be treated in various activities with their needs.

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