No Child Left Behind

No Child Left Behind

Samantha Wilkinson

Concordia Online

School Law

622

Darcy Rourk

February 10, 2013

No Child Left Behind

The fundamental principles of NCLB are virtuous in their design. This all-encompassing act was created to “redefine(s) the federal government’s role in K-12 education and is designed to close the achievement gap between disadvantaged and minority students and their peers” (Essex, 2012, p. 290). Holding schools accountable for the education they are providing, charging local authorities with more influence, greater choice for parents, and increased weight on best teaching practices are the core ideas of NCLB (Essex, 2012). Authenticating what schools have been teaching is a critical component of NCLB. Further stratifying by race, gender, income, disability, and limited English proficiency is a component of this accountability (Essex, 2012). Recruiting high quality teachers and paraprofessionals is instrumental in factoring in the best teaching practices and higher assessment scores. When schools neglect to make Adequate Yearly Progress after one year of remedial pursuit, schools must continue to make the public school a possibility, have auxiliary amenities offered, and have a contingency strategy to reorganize the school (Essex, 2012). Further changes will be to reopen as a charter school, exchange majority of faculty, contract with a self-contained unit, state capture, or reorganization (Essex, 2012).

The essential frameworks of NCLB are selfless and honorable. All teachers should be competent and knowledgeable in specifically constructed instruction customs. Comprehensive and swift reports should be distributed to allow for adjustment and enhancement purposes (Essex, 2012). All these ideals are meant to create an educational opportunity that fosters a globally competent learner. However, as a teacher of students with significant cognitive and physical impairments, I disagree with the requirement that “all students...