The No Child Left Behind Act of 2001 aimed to increase accountability for K-12 public schools. It required states to develop standards and annual student assessments in math and reading. Schools that received Title I funding had to meet adequate yearly progress targets for all student subgroups or face consequences. The act increased the federal role in education and sought to close achievement gaps, but critics argued its one-size-fits-all approach and unrealistic proficiency goals negatively impacted schools, teachers, and students. Revisions to the law have been proposed to better balance accountability and local control over curriculum.
1. “No Child Left Behind”
Jeff Christian
Briana Johnson
Brittany Shields
2. "Accountability is incredibly important for the
school systems. People shouldn't fear
accountability, they ought to welcome an
accountability system as a useful tool to make
sure no child is left behind“
(2002)
- George W. Bush
3. Introduction to No Child
Left Behind Act of 2001
Increased accountability placed on schools and
teachers as well as on states
Setting Standards
Standardized Testing in Mathematics and Reading
Adequate Yearly Progress (AYP) – Meeting the
Minimum
Detailed Report Card/ Progress reports
Title I funding
“Highly Qualified Teachers”
School Choice
Scientifically Based Research
5. Example of a Summary Report
Card (including AYP Criteria)
6. History of Education Law
1965 – Elementary and Secondary
Stemmed from 1964 Civil Rights Act
1980 – National Commission of Excellence in Education
Emphasized tougher standards, longer days, & change in
teachers
1994 – Goals 2000: Education America Act
Expectation levels increased & student achievement levels
severed as indicators
January 8th 2002 – President George W. Bush signed the “No
Child Left Behind” Act (Public Law 101-110)
7. Purpose of NCLB
To create a standardize way of teaching for all school districts,
teachers and students guaranteeing fair, equal, and significant
opportunities to achieve the highest level of academic learning
8. How NCLB is calculated
Adequate Yearly Process (AYP) – an assessment of how each
every school is performing academically according to the
results of the standardized tests
AYP holds each school accountable by:
Standardized testing
Flexibility in funding
Parent Involvement
Highly qualified teachers
9. Why the Law Is Needed
To make sure that each student is getting a fair and equal
opportunity.
Ex. How do you decide on student A vs. student B as an
college admissions officer if that do not take the same test?
10. Defining the Issue’s
Students getting pushed through schools
Narrow focus on literacy, reading, and arithmetic
Eliminates the fun
Teachers lose freedom
Effects students later on in college/workforce
11. Groups that are Affected
Low income areas (mainly minorities)
Test are tailored towards high income white areas
12. What Sectors of Government
are responsible for the
Improvement of Educational
Outcomes
Federal Government
Extended Power by taking reserved power from the
state to organize education
No Child Left Behind Waivers (February 2012)
State Government – State School Boards
Conditions of the Waivers
Local Government - School Districts
Pushing educational growth
Hiring and Firing
Monitoring both revenues and expenditures
13. Relation to Class
Ethics
“Ethical Obligations and the Public Service” (Stillman p. 474-475)
Obligation to Law
Obligation to Self
Obligation to the Public Interest or General Welfare
Administrative Discretion
AYP forces schools to push kids through school in order to stay afloat.
AYP – 2 years of failing
14. Best Practices
Test-based accountability
- Performance Achievements
9-year-olds posted the best scores in reading (since 1971) and math (since
1973) in the history of the report.
13-year-olds earned the highest math scores the test ever recorded.
States & Government are recognizing the need to improve our
educational system.
Funding Increases
Federal education funding (29%)
K-12 funding (33%)
Total NCLB funding (40%),
Title 1 (45%)
Special Education (68.5%)
Reading (quadrupled- 300%)
($286 million in 2001 - $1.2 billion in 2007)
15. Implementation Problems
Realistic Goals
Is universal proficiency by 2014 a realistic goal?
Equality
Is it fair for all districts, teachers, and students to be
held accountable for the same goal?
State Standards
Each state has a different set of standards
16. The Aftermath
Teachers
Many teachers are thankful for their jobs but are being deprived of
creativity & passion within their lesson plans and classroom activities.
Students
Students are being deprived of a well rounded educational
experience
Arts, music, extracurricular activities, the ability to be creative &
collaborate
The System
Districts as well as teachers are experiencing a great amount of
stress to get students to perform well on standardized tests.
As a result, students who are not ready for a higher level of
education are being passed through to improve the overall
district numbers.
17. Should we Scrap or keep the
NCLB Act?
http://www.youtube.com/watch?v=ZvwjNBZ1z8E
&list=PLC7C04A200690F7C4&index=1
18. Questions
If you were to pick, would you: Keep, Scrap, or
Revise the “No Child Left Behind” Act
Do you have friends or family that are a teacher
or student have discussed the issues of NCLB?
What sector of government do you think should
have more responsibility in the roll of education?
Notes de l'éditeur
1.Public schools across the U.S. have test-based accountability (Dee, Jacob, 2011) 2. The following data is from the U.S. Department of Education4. FUNDING- reading got a 300% increase in funding within 7 years. -
Ex. NCLB increased fourth-grade math proficiency by nearly 27% (Table 5, Column 3) but 60% of fourth graders still fail to meet the math proficiency standard defined (Dee & Jacob, 2011). I ask this because everyone has a highly different educational experience. Discuss with class urban school vs. ruralCompare (little resources, high minority & ELL’s percent, poor teacher/student ratio, little academic resources or support, safety of the community) Every student learns differently