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Submitted By ar1224
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Oren Levin (2012) argues the constitution does not indicate that the national government is under any obligation to provide education for the people. It is not the national government's responsibility but the state and locals' responsibility to provide education. According to U.S Department of Education, the majority of funds contributed to schools are from state, local and private sources. 87.7 percent of elementary and secondary level education funds are provided by non-Federal sources. However, the small amount contributed by the federal government can only be used according to the regulations which the federal government has given to the state. This is a way to ensure the funds will be used for the intended reasons (Wong, 2008). Keneth Wong (2008) states, “Single-purpose grants stipulate the targeted use of supplementary services aimed at eligible, at-risk students.” But with the No Child Left Behind Act (NCLB), it seems as if the federal government is stepping over its boundaries and getting more involved in education; an increase in federal control. Title I schools are required to make adequate yearly progress (AYP) in order to continue receiving funds from the federal government. Schools are required to give standardized test to their students and report test scores by different categories to the federal government. When schools or districts do not meet with the AYP consecutively, the federal government gives the state and local agencies power to improve the school like, transferring students to a better school, help is offered to troubled students, replacement of school staff and closing the school.
There are still some debate whether NCLB is effective. A pro to the policy is schools are paying more attention to students, however, George Will (2007) argues, schools are concentrating on the “students who can most help state meet its 'adequate yearly progress' requirements.” Another argument against is that NCLB is putting a lot of pressure on schools and teachers to help students achieve a good performance on the testing; teaching the necessary to pass the test.
I find the policies are providing students with highly qualified educators, but I do not like that students are being programed to pass a standardized test when they can be taught other things that will be used in life. Because I work in an elementary school, I hear about the pressure the teachers go through. As soon as the year begin, teachers begin to train students what to do for the tests. After the testing is complete, there is a sigh of relief from the teachers and school administrators.
References
Levin-Waldman, O. M. (2012). American government. San Diego, CA: Bridgepoint Education, Inc.
Will, G. F. (2007, December 9). Getting past ‘No Child.’ The Washington Post, B7.
Wong, K. K. (2008, December). Federalism revised: The promise and challenge of the No Child Left Behind Act. Public Administration Review: Special Issue on The Winter Commission Report Revisited, S175-S185.

www2.ed.gov/about/overview/fed/role.html

NCLB encourages schools to concentrate their efforts on the relatively small number of students near the state test's proficiency minimum -- the students who can most help the state meet its "adequate yearly progress" requirements.

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