Nclb Thesis
Introduction The United States educational system is preforming poorly compared to the rest of the world: America is ranked 17th in educational performance, 25th in Math, 17th in Science, and 14th in Reading skills. Disabled, minority, and underprivileged children are lacking the adequate resources to succeed in our school system. No Child Left Behind (NCLB) was a revised version of the Elementary and Secondary Education Act (EASA) proposed by former President George Bush in 2001. The intent was to reform the educational system so American’s schools could have the opportunity to thrive domestically and internationally, grant children equality of opportunity, and boost students K-12 level of understanding in core subjects, such as science, technology, and math. This initiative sought to improve our lagging educational system in the U.S to inch closer to higher achieving educational standards, such as the United Kingdom. However, No Child Left Act is hindering children’s chance of a “healthy start, a head start, a fair start, a safe start, and a moral start in life,” by amplifying undesired pressure on students through standardized testing, increasing federal jurisdiction within schools, and minimizing the roles of additional core subjects, such as social studies and foreign languages. This
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NCLB continued to increase the role of the federal government in states, but increased standardized testing standards which required schools to be at 100% proficiency level and diminished the focus of additional subject matter, such as foreign language and history. It allowed the federal government the provision to categorize school’s improvement within five years, as well as punish schools who fail to reach the proficiency levels by forcing these schools to restructure, give management power away, or give up and shut
NCLB continued to increase the role of the federal government in states, but increased standardized testing standards which required schools to be at 100% proficiency level and diminished the focus of additional subject matter, such as foreign language and history. It allowed the federal government the provision to categorize school’s improvement within five years, as well as punish schools who fail to reach the proficiency levels by forcing these schools to restructure, give management power away, or give up and shut