No Child Left Behind Law

4 April 2015
This paper is an analysis of the ” No Child Left Behind Act of 2001″ (NCLB Act) that would provide all children with equal education opportunities, no matter what their economic situation.

This paper examines the affects of the “No Child Left Behind Law” on the Elementary and Secondary Education Act that was originally passed in 1965. The paper defines the new law and then examines how it was supposed work. Some of the topics discussed include discussion of Title 1 with great detail about whether or not the law will be implemented as it was intended, paying close attention to the weaknesses in the legislation. The paper looks at individual states’ compliance, the question of funding in middle schools for extra reading programs and the challenge of getting the information out about the law and the schools’ rights under it. The author also points out it should assist in the improvement of the quality of educators and hold low-performing schools accountable and demand improvement.

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The law will also mean big changes in testing policies for elementary and middle schools, changes in the state accountability systems and increased state and local government involvement in the education systems in order to monitor compliance with the new regulations for funding.

“While a determined band of educators, advocates, and their philanthropic clique have pushed hard over the past decade and a half to improve the achievement and development of young adolescents, federally funded programs have practically ignored these students. Title I funds touched them infrequently, focusing chiefly on elementary school grades. Vocational education funds were for high school students. Safe and Drug Free Schools, Gear Up, and fractions of other programs helped students in the middle grades a bit, but no federal money supported their core academic learning.”

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No Child Left Behind Law. (2015, Apr 23). Retrieved December 5, 2019, from https://newyorkessays.com/essay-no-child-left-behind-law/
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