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No Child Left Behind

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The No Child Left Behind Act of 2001 is a United States Act of Congress that was originally proposed by the administration of President George W. Bush immediately after taking office. The bill, shepherded through the Senate by Senator Ted Kennedy, one of the bill's sponsors, received overwhelming bipartisan support in Congress. The House of Representatives passed the bill on May 23, 2001 and United States Senate passed it on June 14, 2001. President Bush signed it into law on January 8, 2002.
The purpose and mission of the No Child Left Behind Act is to eliminate the achievement gap that exists between groups of students within our nation's schools.
A glaring disparity exists in the achievement of Black, Hispanic, and students living in poverty when compared to white and more affluent students in the subjects of reading and mathematics.
In 2003, 39 percent of white fourth graders scored at the proficient level in reading, while only 12 percent of Black students and 14 percent of Hispanic students scored at the proficient level in reading on the National Assessment of Educational Progress, also known as the "Nation's Report Card."
No Child Left Behind stated President Bush's unequivocal commitment to ensuring that every child can read by the end of third grade. To accomplish this goal, the new Reading First initiative would significantly increase the Federal investment in scientifically based reading instruction programs in the early grades. One major benefit of this approach would be reduced identification of children for special education services due to a lack of appropriate reading instruction in their early years. These reforms express my deep belief in our public schools and their mission to build the mind and character of every child, from every background, in every part of America.
President George W. Bush
January 2001
Three days after taking office in January 2001 as the 43rd President of the United States, George W. Bush announced No Child Left Behind, his framework for bipartisan education reform that he described as "the cornerstone of my Administration." President Bush emphasized his deep belief in our public schools, but an even greater concern that "too many of our neediest children are being left behind," despite the nearly $200 billion in Federal spending since the passage of the Elementary and Secondary Education Act of 1965 (ESEA). The President called for bipartisan solutions based on accountability, choice, and flexibility in Federal education programs. The primary purpose of NCLB is to ensure that students in every public school achieve important learning goals while being educated in safe classrooms by well-prepared teachers. To increase student achievement, the law requires that school districts assume responsibility for all students reaching 100% student proficiency levels within 12 years on tests assessing important academic content. Furthermore, NCLB requires schools to close academic gaps between economically advantaged students and students who are from different economic, racial, and ethnic backgrounds as well as students with disabilities.
To measure progress, NCLB requires that states administer tests to all public school students. The states set proficiency standards, called adequate yearly progress, that progressively increase the percentage of students in a district that must meet the proficiency standard. If a school district does not meet these proficiency levels, the law mandates that requirements be met and corrective actions applied.
No Child Left Behind has required a major shift in the ways that teachers, administrators, and state department of education personnel think about public schooling. NCLB is a controversial law that places educators under growing pressure to increase the achievement of all students and to narrow the test score gap between groups of students (Anthes, 2002). Moreover, educators will now be held responsible for bringing about these changes. Administrators and teachers will need to understand effective research-based instructional strategies and be able to evaluate student’s instructional progress to make more effective instructional decisions. Clearly, NCLB puts more pressure on the public education system to increase student achievement for all students (Anthes, 2002). NCLB's advocates say the landmark law holds schools accountable, empowers parents and is helping to close the achievement gap in America's schools.
Many critics, including those who agree with the law's goals, argue that it is a "one-size-fits-all" approach to education that overemphasizes testing and doesn't provide enough money to schools to achieve success.
As stricter testing requirements and penalties have taken effect, several states have rebelled, challenging the law in legislatures and the courts. In response, the U.S. Department of Education has given greater latitude to some districts and states in satisfying the law's provisions. That, in turn, has drawn criticism that the federal government has gone too far and weakened the law so much that it can't achieve its goals.
For parents trying to figure out how NCLB affects their children, it can be tough to keep up with the fast-moving developments. Here's a primer:

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