The No Child Left Behind Act of 2001, signed into law by President Bush on Jan. 8, 2002, is a reauthorization of the Elementary and Secondary Education Act, the central federal law in pre-collegiate education. The ESEA, first enacted in 1965 and last reauthorized in 1994, encompasses Title I, the federal government's flagship aid program for disadvantaged students
History
The No Child Left Behind Act was actually a rebirth of the Elementary and Secondary Education Act (ESEA) of 1965. Part of Lyndon Johnson's "Great Society," the passing of ESEA represented the first time that federal, state and local governments came together to begin addressing the national problem of low-performing schools across the nation by providing federal funding for students and schools in challenging socioeconomic situations. Since 1965, the law has been reintroduced and reauthorized every four or five years. During the Clinton administration, party politics prevented the law from being reauthorized, but in 2000, during the presidential campaign, George W. Bush reprioritized the law, coining the phrase that "no child should be left behind." When Bush began to campaign for this reauthorization, he, along with Senators Lieberman and Bayh, also attached a voucher proposal that would allow for school choice. The final product, a 1,100-page law, was voted and accepted by Congress in December of 2001
Features
According to the U.S. Department of Education, the No Child Left Behind Act has four main features: "stronger accountability for results, more freedom for states and communities, proven education methods, and more choices for parents" (see References). To have stronger accountability, schools must give children the services they need to be successful in the classroom. Thus, schools must report their school's progress in yearly reports and administer standardized test scores to measure progress. If a school is not making its yearly goals, it will eventually have to change its educational strategies. The law also provides freedom in deciding how to allocate federal funding. Schools can use funds for their specific needs and not for a predetermined checklist, and schools are required to use scientifically proven, research based programs as well as "highly qualified teachers." Finally, parents are allowed school choice. If the public school in their district is underperforming for a two years in a row, parents can send their child to another public school or charter school in their district. However, school choice extends beyond just choosing a school. According to the U.S. Department of Education, "Students from low-income families in schools that fail to meet state standards for at least three years are eligible to receive supplemental educational services, including tutoring, after-school services, and summer school. Also, students who attend a persistently dangerous school or are the victim of a violent crime while in their school have the option to attend a safe school within their district."
Significance
For the first time, states and schools are given clear expectations and are publicly accountable for progress. According to The Education Trust, "NCLB uses standards as a way to equalize educational opportunity" (see References). No matter which school a child attends, the academic standards the child must meet are the same. Schools are required to give yearly standardized tests and ensure that students meet specific academic benchmarks within a certain time frame. For the first time, the law provides consequences for failed requirements. According to the Education Trust, "states must publish a formula called Adequate Yearly Progress (AYP) as to how they will determine how much progress schools need to make each year. If schools don't make their AYP targets, states must provide help. If schools don't improve after 6 years, fundamental changes need to take place." Schools must also "define what constitutes a highly qualified teacher, and report the definition to the public." Also, schools must publicly report how all groups of students are progressing and if they are meeting the required standards for success. Finally, NCLB allows for school choice, allowing parents to decide where to send their child.
Effects
Effects of NCLB have been more negative than expected. Administrators are pressured to have "highly qualified teachers" but often are confused as to what that means. Schools in lower performing districts are having trouble finding "highly qualified teachers." According to a middle school principal interviewed by the Southeast Center for Teaching Quality, "If the district would direct more teachers that are qualified into schools like mine it would be better, but a lot of times, when teachers look at demographics of openings...they choose the schools that are not low performing, and that leaves us having to choose from teachers who are leftovers, who are not qualified." Also, because of budget deficits, some states cannot afford to give the schools the financial resources they need to meet the national standards. Overall, effects have not been positive for those who need it the most.
Benefits
NCLB allows parents to be more aware of their child's progress and makes the school's progress report available to the families and communities, ensuring stronger accountability. NCLB requires annual testing that allows teachers and principals to restructure their curriculum to meet every student's needs. Another benefit is that schools are receiving more funds than ever before, even though it may not always be enough. According to the U.S. Department of Education, "states and local school districts are now receiving more federal funding than ever before for all programs under No Child Left Behind...this represents an increase of 59.8 percent from 2000 to 2003." The law also allows schools more creativity in how they spend their funds and mandates that schools use best practices for instruction.
