The No Child Left Behind Act of 2001 and How It Affected Education Essay

The No Child Left Behind Act of 2001 and How It Affected Education - Essay usageThe recreate suggested the complying changes Annual Testing States were required to begin testing students from grades three to eight annu every(prenominal)y on reading, mathematics and science by 2008. These tests had to follow state academic standard. Moreover, in order to compare the states, every state was required to present a sample of fourth and eighth graders to participate in the National Assessment of Educational Progress testing program. Academic Progress In order to monitor the progress of an educational institution, states were required to bring all students up to the proficient level on state tests by the 2013-14 school year. Individual schools had to meet state adequate yearly progress targets (No baby bird left, 2004). Report Cards From the start of 2002-2003 school year, states were required to provide annual report cards of school districts that would show a wide range of informatio n on the performance of schools and achievements of students. Teacher Qualifications The qualification of teachers for schools was set on a standard basis and by 2005-2006 school year, all the teaching faculty chartered had to have completed at least two historic period of college, obtained an associates degree or higher, or passed an evaluation to demonstrate knowledge and teaching ability. (No child left, 2004) Reading First This accomplishment created a grant program called Reading First to help states organize scientific, research based reading programs for children in grades K-3 (with precession given to high-poverty areas) (No child left, 2004). Funding The act was primarily meant for school districts with higher concentration of underprivileged students. The states were given flexibility in allocating resources for the programs they were required to initiate. The act was subject to hot debate since its enactment as people from the education sector were concerned with its f easibility. The controversial debate rose to an issue that had to be addressed. The act has its ups and downs. The comparison of its pros and cons can enable us to critically analyze the depth of its impact. The act bear on the education system in many positive ways. Factors that affected the US education system positively are the indispensable components of a good assessment system. First and foremost is the accountability factor. The act held teachers and states accountable for the nurture and progress of the students. Report cards and Academic-progress monitoring were specifically conditioned for this purpose. The ultimate purpose of this act was to improve the education by bringing in the necessary reforms such as reading first and annual testing. This act provided equal opportunity to students, implying that every student could participate in his/her own talented development through the initiated programs. Another lucrative factor of this act was the standard for teachers t o enter the teaching profession. Teachers have to pass a certified test (GACE) in order to teach. As a result of this clause the quality of teaching has improved. With the help of report cards, schools were graded relative to the adequate yearly progress target. If these schools blend in to achieve the set target for two years straight, students would be offered choices of other public schools and if a school fails to achieve the set target for continued years than it can even face correctional measures. The last mentionable