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No Child Left Behind: Good in Theory, Bad in Practice

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No Child Left Behind: Good in Theory, Bad in Practice
Education has always been an important trademark of the United States of America. Throughout the years, the significance of a well-developed education has been increasing. Recently, the government has increased its role in the education system by passing the No Child Left Behind Act of 2001. By doing this, the government can ensure that each and every student is receiving the best education possible so that no student falls behind. With the importance of education constantly increasing in this country, it is absolutely necessary that all students receive a quality education. The No Child Left Behind Act of 2001 is a well-intentioned law passed by President Bush to ensure that all students are finding success in school. While the law has many good points, it is better in theory than in practice. In all actuality, the No Child Left Behind Act may be causing America 's students more harm than good. No Child Left Behind (NCLB) was put into affect to make sure that all students are proficient by 2014. Because of this lofty goal, the government 's role in education has been redefined and higher standards have been made for students to meet. NCLB was designed to help close the achievement gap between disadvantaged/minority students and their peers by investing in the needs of every child. Too many children were being left behind in school and possibly even graduating without ever really knowing or understanding anything they were taught, so President Bush stepped in. To stand as a basis for the government 's reforms, four pillars were created. These pillars include stronger accountability for results, more freedom for states and communities, proven education methods, and more choices for parents. The government wants to hold each and every state and school district accountable for the proficiency of their students. According to the accountability provisions of the law, each state and school district is responsible for providing a plan to close the


Cited: American Federation of Teachers. (2004). NCLB—Let 's Get it Right. Retrieved October 16, 2006 from Cochran-Smith, M. (2005) No Child Left Behind: 3 Years and Counting. Journal of Teacher Education Hyun, E. (2003). What Does the No Child Left Behind Act Mean to Early Childhood Teacher Educators?: A Call for a Collective Professional Rejoinder Childhood Education Journal. 31, 119-125. Retrieved October 14, 2006 from Education Abstracts Database Learning First Alliance. (2003). The No Child Left Behind Act: Summary of New Flexibility in NCLB Meier, D., Wood, G., Kohn, A., Darling-Hammond, L., & Sizer, T.R. (2004). Many Children Left Behind: How the No Child Left Behind Act is Damaging out Children and Our United States Department of Education. (2004). No Child Left Behind Act. Retrieved October 12, 2006 from
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