No Child Left Behind Legislation - Essay Sample

Introduction

No Child Left Behind legislation was enacted into the United States constitution in January 2002 following President George W. Bush signature on federal dedication towards ensuring equality in education provided to all children (Suspitsyna, 2012). The law introduced new accountability standards for school systems, schools, and individual students. The main aim of the legislation was to assist students with needs and within the disadvantaged schools attain the same educational standard expectations for all children. School systems and individual schools are therefore subject to probation measures if students within these schools fail to attain the set yearly progression as required by the state education board.

Is your time best spent reading someone else’s essay? Get a 100% original essay FROM A CERTIFIED WRITER!

Save 25%

Public Schools

In the event of school been termed to be in probation status, parents are notified through a written document which indicates that their child’s school has been considered to be among the schools in need of academic improvement. Consequently, parents are left with a choice of transferring to public schools with better performance. Due to the existence of a direct relationship between academic performance and economic status, most schools have been listed as Title 1 schools.

Therefore, to ascertain the students’ and schools’ achievement, Illinois State implemented a mandatory attainment test for students in the elementary schools from grade three to grade eight. Title 1 schools refer to all schools which get federal financial assistance under Title 1 Elementary and secondary schools act. Therefore, Title 1 initiative is aimed at supporting programs which lead to academic improvement across low income and disadvantaged families. Title 1 program is the largest federal agency offering education assistance for elementary schools. The study focuses on comparing academic performance in reading and mathematics between Title 1 elementary schools and non-title one elementary schools within the Illinois state.

Conclusion

Presently, the No Child Left Behind Act identifies the penalties for institutions and schools whose academic performance is deficient in our country are student enrollment, loss of school reputation, and financial support. These factors make the effectiveness of a school to be a critical aspect than before. This study's purpose was to establish and determine the possibility of a having difference in standardized test scores in math and reading between fourth-grade or level students in NonTitle I schools and Title I schools. The research aimed at the following subgroups: students living with disabilities, those with economic disadvantage, and gender of the students. The collected data was achieved by evaluating and analyzing standardized test scores in math and reading of fourth-grade students located at Illinois in 172 elementary school systems. Each school system in the city acknowledged some difference since they are separate from the neighboring county system's strategies (McGuinn, 2015). However, some of the listed school systems are consolidated, like Knoxville. The data was derived from the 2009-2011 Standardized Assessment Test Scores.

References

McGuinn, P. (2015). Schooling the State: ESEA and the Evolution of the US Department of Education. RSF: The Russell Sage Foundation Journal of the Social Sciences, 1(3), 77-94.
https://www.rsfjournal.org/content/1/3/77.short

Strickland, J. L. (2016). Community partnerships in Urban, Title 1 Elementary Schools: A mixed-methods study. https://digitalcommons.unl.edu/cehsedaddiss/275/

Suspitsyna, T. (2012). Higher education for economic advancement and engaged citizenship: An analysis of the US Department of Education discourse. The Journal of Higher Education, 83(1), 49-72.
https://www.tandfonline.com/doi/pdf/10.1080/00221546.2012.11777234?casa_token=VjaECt6tB7MAAAAA:ryrmkr1LINpxgT88tNlUjRYDJvygXRpNTggslF25qnhdas60jPFpDu0KAmfDEW2wTDpnop75NycW-tbOkw.