why was the no child left behind act created
The Act of 2001 (NCLB) was in effect from 2002 2015. It was a version of the Elementary and Secondary Education Act (ESEA). NCLB
in 2015. When NCLB was the law, it affected every public school in the United States. Its goal was to level the playing field for students who are disadvantaged, including: Students receiving NCLB was controversial. Here s an overview of how the law affected students with learning and attention issues. The goal of NCLB was to provide equal educational opportunities for disadvantaged students. NCLB was different from previous versions of ESEA. It held schools accountable for how kids learn and achieve in several ways: Annual testing: Schools had to give students statewide math and reading tests every year in grades 3 8 and once in grades 10 12. Parents had the right to get individual test results for their children. Schools had to publicly report school and subgroup results. For example, schools had to report how students in special education were performing on reading and math tests. Academic progress: States had to bring all students, including those in special education, up to the proficient level on tests. They had to set targets for improvement, called (AYP). Schools essentially got a report card from the state on how they were performing. The school had to share that information with parents of their students. If a school didn t meet AYP, it could be labeled as needing improvement. Penalties: Schools with many low-income students were called Title I schools. If a Title I school didn t meet AYP, NCLB allowed the state to change the school s leadership team or even close the school. If a school repeatedly failed to meet AYP, parents had the option to move their children to another school. AYP goals and sanctions were supposed to push schools to improve services and instruction for struggling students, including children in special education. These penalties didn t apply to non Title I schools.
Children with Individualized Education Programs (IEPs) and 504 plans often have accommodations to help them learn in school. NCLB said that reasonable accommodations also had to be provided to them for statewide tests. NCLB said that all students must take state tests. To have AYP, schools had to test at least 95 percent of children in subgroups. This includes students in poverty, minorities and those receiving special education services. NCLB gave more flexibility to states in how they spent federal funding, as long as schools were improving. NCLB said all teachers must be highly qualified in the subject they teach. Special education teachers had to be certified and demonstrate knowledge in every subject they teach. NCLB said that schools must use science- and and teaching methods. On the positive side, NCLB led to inclusion. Before NCLB, many schools didn t measure the progress of students with learning and attention issues. These students were often shut out of the and left out of state tests. NCLB also set the expectation that struggling students learn alongside their peers. By making schools report their results by subgroup, NCLB shined a light on students receiving special education services. Schools were pushed to give struggling students more attention, support and help. And they did. The graduation rate for students with specific learning disabilities increased from 57 percent in 2002 to 68 percent in 2011. On the negative side, some say that NCLB focused too much on standardized testing. Some schools end up teaching to the test focusing only on what students were tested on. This left little time for anything else the kids may have needed or wanted to learn. Certain penalties, such as requiring school improvement plans, were reasonable, critics said. Others could be very harsh, such as firing school staff or closing a school that s struggling.
Critics linked several cheating scandals to NCLB, citing the pressure on teachers and educators to perform. Some argued that NCLB s standards-based accountability was inconsistent with special education, which focuses on meeting a child s individual needs. Despite the controversy, most people supported parts of NCLB especially requirements for highly qualified teachers, research-based instruction and basic reporting on school results. Most federal laws are not meant to be permanent. They need to be reauthorized every few years. NCLB spent many years in limbo, waiting for reauthorization. When the Every Student Succeeds Act (ESSA) became law, it kept some parts of NCLB and repealed others. Read up on of children who have learning and attention issues, including the or. If your child has an, you may also want to explore as well as that are available for test taking. No Child Left Behind Act and Teacher Accountability The No Child Left Behind Act (NCLB) was intended to ensure that children across the U. S. receive an education that adequately prepares them for life after high school. Studies found that teacher quality is one of the biggest indicators of students' future success. NCLB therefore sought to ensure and improve teacher quality and to ensure that teachers are held accountable for their students' progress. The NCLB provides standards for the certification of teachers intended to ensure highly qualified teachers and streamlined processes for teacher certification to allow those with valuable practical experience to share. It also allows school districts to use federal money for the creation and execution of professional development programs for teachers, though these investments are limited to programs that are scientifically proven to improve student performance. Finally, NCLB requires that students make adequate progress from year to year in their understanding of core subjects.
Test results are submitted by the state and sometimes federal departments of education. The results are then distributed to parents. Some school districts also tie teachers' salaries and job security on their students' standardized test results. Failure to meet standards can result in the implementation of an improvement plan or requirements relating to the spending of NCLB funds. Criticism of No Child Left Behind No Child Left Behind has resulted in a storm of criticism from various groups and individuals. There are three basic kinds of criticism relating to NCLB. Critics complain that the NCLB causes the federal government to intrude into areas traditionally under the control of states. They also contend that the NCLB has resulted in unfunded federal mandates, passing financial problems from the federal to state and local governments. Finally, detractors allege that the law places too much emphasis on standardized testing and teacher qualifications. These complaints, rather than coming from a small group of malcontents, are the talking points of prominent educational institutions such as the National Education Association. Educators often feel that NCLB restricts the ability of teachers to deal with their student using creativity, innovation, and an understanding of local culture. The concerns about federal control and local expense are commonly at the forefront of individuals who oppose NCLB. Critics feel that communities have the traditional right to direct the education of their children and argue that they are best equipped to determine the tools their children need to succeed. Critics also argue that the requirements stifle students' learning and teachers' ability to find creative ways to help their kids learn. It is also felt that the law creates expectations that are unreasonable for some students, such as the learning disabled and non-English speakers.
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