No Child Left Behind (NCLB) Law Analysis
The No Child Left Behind (NCLB) law refers to the 2002 revised implementation of the Elementary and Secondary Education Act (ESEA) which increased the federal duty of having schools maintain accountability for their students outcome (Klein, 2015). The NCLB law developed out of trepidation that the American school systems were not as internationally competitive as they should be. Therefore, a specific concentration assuring that states and schools improve the performance of specified student groups, such as those in special education, English-language learners, the minority and poor children, who academically falters in comparison to their peers. Though, states did not have to meet the terms of the new conditions, however, if they failed to
do so, they take a chance in losing federal Title I funds (Klein, 2015).
The NCLB directives assert that states are expected to implement state-defined standards, develop assessments, and determine which schools are in need of progress. States and schools are obligated to gather data pertaining to the various groups of students and their success. The distinct student groups comprise of English-language learners, race, poverty, and disability status. Also, students in grades 3-8 are expected to test annually and students in grades 10-12 must test at least once. Each state and local region is responsible for having their students meet the state standards for mastery. If the states, districts, and schools fail to meet the requirements they are expected to make modifications and improve their performance. Furthermore, all states are compelled to appoint qualified teachers to guarantee that all students at various learning levels are provided a suitable education from experienced and qualified teachers (U.S. Chamber of Commerce, 2009).
In order to meet the expectation of NCLB, the West Virginia Department of Education (WVDE) filed a Flexibility Waiver so that schools in the state can continue to work toward applying the Next Generation Content Standards and Objectives, develop the Teacher Evaluation directive and create a quality accountability system that benefits individual student educational growth and assists schools (West Virginia Department of Education, 2015). Nonetheless, to meet the NCLB guidelines the State of West Virginia continues to employ highly qualified teachers that must reveal their subject competency. To ensure student success teachers are provided with professional development programs. By providing students with quality instruction they will be motivated to perform beyond proficiency of basic skills in order to develop into an outstanding educated employee that can think critically and solve problems. The state continues to implement a forward-thinking plan which is relevant to the 21st century learner and incorporates the content, tools and skills to encourage inventive technology, mathematics and science programs (West Virginia Department of Education, 2015).
do so, they take a chance in losing federal Title I funds (Klein, 2015).
The NCLB directives assert that states are expected to implement state-defined standards, develop assessments, and determine which schools are in need of progress. States and schools are obligated to gather data pertaining to the various groups of students and their success. The distinct student groups comprise of English-language learners, race, poverty, and disability status. Also, students in grades 3-8 are expected to test annually and students in grades 10-12 must test at least once. Each state and local region is responsible for having their students meet the state standards for mastery. If the states, districts, and schools fail to meet the requirements they are expected to make modifications and improve their performance. Furthermore, all states are compelled to appoint qualified teachers to guarantee that all students at various learning levels are provided a suitable education from experienced and qualified teachers (U.S. Chamber of Commerce, 2009).
In order to meet the expectation of NCLB, the West Virginia Department of Education (WVDE) filed a Flexibility Waiver so that schools in the state can continue to work toward applying the Next Generation Content Standards and Objectives, develop the Teacher Evaluation directive and create a quality accountability system that benefits individual student educational growth and assists schools (West Virginia Department of Education, 2015). Nonetheless, to meet the NCLB guidelines the State of West Virginia continues to employ highly qualified teachers that must reveal their subject competency. To ensure student success teachers are provided with professional development programs. By providing students with quality instruction they will be motivated to perform beyond proficiency of basic skills in order to develop into an outstanding educated employee that can think critically and solve problems. The state continues to implement a forward-thinking plan which is relevant to the 21st century learner and incorporates the content, tools and skills to encourage inventive technology, mathematics and science programs (West Virginia Department of Education, 2015).