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No Child Left Behind Act

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Branden Simonson

on 9 October 2013

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Transcript of No Child Left Behind Act

No Child Left Behind Act
Description and Background Information
What Happened With This Law
Rewards Schools
Reward schools (Title I school) are classified as either “highest performing schools” or “high-progress schools.”

Adequate Yearly Progress
Annual Measurable Objectives
3 Years
The Act
The No Child Left Behind Act, a federal school-accountability law passed by Congress in 2001, called for all students to be proficient in reading and math by the end of the 2013-14 school year. Schools are required to report on the progress of all students, but they must also break out certain groups of students, including racial minorities, English-language learners, and students in special education.
Grants
(1) $13,500,000,000 for fiscal year 2002;
(2) $16,000,000,000 for fiscal year 2003;
(3) $18,500,000,000 for fiscal year 2004;
(4) $20,500,000,000 for fiscal year 2005;
(5) $22,750,000,000 for fiscal year 2006; and
(6) $25,000,000,000 for fiscal year 2007.
The Purpose
The purpose of this title is to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging State academic achievement standards and state academic assessments.
Who was affected?
Gifted students were practically forgotten about and going above and beyond was not what schools strive for. Instead they just wanted as many students as possible to reach a standard minimum across the nation.
Students in need of help (under privileged, low income, students with disabilities) were correctly taken care of showing signs of increase in all testing categories (Math, Reading, English, Science) Government spending on special education went up by almost 75% in the first three years this bill was enacted. (Department of Education 6/7/07)
What Happened?
An act to close the achievement gap with accountability, flexibility, and choice, so that no child is left behind.
Government wanted to expanded the federal role in public education through annual testing, annual academic progress, report cards, teacher qualifications, and funding changes.
Was intended to Increases the quality of education by requiring schools to improve their performances in order to continue to receive federal funding
Where/ When Did it Happen?
Singed by Pres. Bush January 8, 2002
Passed Senate: 87/10
Passed congress: 381/41

When looking at the estimated federal K-12 budget in 2007 in smaller increments, the Javits programs, the only federally funded gifted education initiative, receives just 2.6¢ out of every $100 spent on education. In contrast, Reading First gets $3.10, English Language Acquisition gets $1.85, Migrant Children Education gets $1.10, all other No Child Left Behind programs receive $64, and Individuals with Disabilities Education Act (IDEA) programs will receive nearly $32 per $100 spent.
Who and What Were the Forces Behind it?
A.) How did these governments work together?
Although the law is somewhat clear on what is required, it gives the states a great deal of leverage when it comes to the actual execution of the program. Although the federal law states the requirements, each state develops its own annual testing, academic progress, report cards, teacher qualifications and funding.
B.) What type of power conflicts were involved between the different forms of governments?
Lawsuits and legislation were under way seeking to limit the federal government's control over public education.
By 2005, the objections and complaining about the law gained new force as states and teachers unions took action to oppose the law. A few states have complained that the law forces them to spend millions of dollars they do not have.
Teachers unions such as the National Education Association and the American Federation of Teachers have opposed NCLB reforms almost from the beginning, and have used their money and large amount of manpower in efforts to both weaken the law's provisions and to turn around public perception of the law and its necessity.
The National Education Association, (the nation's largest teachers union) filed the lawsuit along with districts in Michigan, Vermont and Texas, Connecticut, Illinois, Indiana, New Hampshire, Ohio Pennsylvania and Utah.
Connecticut Attorney General Richard Blumenthal said the law prohibits unfunded mandates -- and Washington is illegally forcing Connecticut to spend an additional $8 million on tests. The state applied for a waiver but was rebuffed.
C.) What steps do you think should have happened by both the state and federal government?
The federal government should have funded the states for the new act they want to put into affect in education systems. Because it is an unfunded mandate, states are forced to raise taxes in order to pay for the implications of the law.
http://www.pbs.org/newshour/indepth_coverage/education/no_child/federalvstate.html
An unfunded mandate is a statute or regulation that requires a state, local government, private individuals, or organizations, to perform certain actions, yet provides no money for fulfilling the requirements.
The principles of No Child Left Behind date back to Brown v. Board of Education, when the U.S. Supreme Court outlawed racial segregation in public schools and determined that the "separate but equal doctrine" was unconstitutional. No Child Left Behind continues the legacy of the Brown v. Board decision by creating an education system that is more inclusive, responsive, and fair.
Group Opinions: Positive
Intended to do well
"If there is a standard for knowledge we are suppose to be taught we can see where we stand as an individual and as a whole"
Allows those without motivation to stay at pace with the rest
Opinions
Group Opinions: Negative
"Limits what students can do because those who excel get stuck with the rest of the class"
Changed education
Teachers teach to test, rather than what they should/want

General Opinions: Negative
"No Child Left Behind is one size fits all"
No Rich Child Left Behind"*
Declines creativity
Weakens student/teacher relationships
doesn't allow one to enrich themselves individually
* NY Times by Sean F. Reardon
General Opinions: Positive
Focuses on core skills
encourages planning and organization of lessons
creates higher expectations
prepares for future
same academic standards
Links to Federalism
Money and documents
-the act required schools to provide rigorous documentation on what students were learning
-State and local officials soon discovered that it was expensive

Performance standards
Bush said he would insist tough performance standards from local schools and state school systems as a price for more federal aid
Inadequate Education
Leaders in several states are worrying that poor test scores might expose them to future legal challenges on the grounds that they are not providing adequate education
Bush's Idea
States would comply with the federal mandates, make changes where necessary and work hard to make sure every child is on the same page
The Elementary and Secondary Education Act
This act was passed in 1965 as a part of the "War on Poverty." ESEA emphasizes equal access to education and establishes high standards and accountability for schools. The law authorizes federally funded education programs that are administered by the states.
History
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