The Impact of NCLB
The Impact of NCLB Norman Gary Holmes
Grand Canyon University: EDL-812 Governance and Structure in K-12 Education
February 26, 2014
Introduction As the United States strive to become a global leader in education, developing school teachers and leaders must be the first step to achieve this goal. All the work that educational leaders has put in on every level of our educational system has not rendered the results desired. Research suggest that everyday interaction between a teacher and student has a prime determinant on student achievement. Great teachers can make all the difference in the world. Teachers can inspire a student to achieves at an elevated level or a student who falls through the away and never reaching his or her full potential. Great principals also play a part in helping teachers become successful as part of a strong, well-supported instructional team. Mulford (2003) suggested that top-performing teachers can make a remarkable difference in the achievement of students. Students who are assigned to top-performing teachers every year experience a higher rate of achievement than those that do not. In the last ten years the federal government has developed ways to make sure that there are effective teacher in every classroom, and an efficient school leader on each campus. Each instructor and administrator will have access to on-going training support that they may need to be successful (Mulford, 2003). The No Child Left Behind (NCLB) Act functions as a data driven decision-making educational tool. This governmental act also provides support to teachers and administrators so that they can achieve these goals. One of the main aspects of the legislation was to have effective teachers in every classroom. The implementation process to achieve this transformation goal must be well planned out due to the number of uncertified teachers in the classroom prior to the act being implemented ( Left
Grand Canyon University: EDL-812 Governance and Structure in K-12 Education
February 26, 2014
Introduction As the United States strive to become a global leader in education, developing school teachers and leaders must be the first step to achieve this goal. All the work that educational leaders has put in on every level of our educational system has not rendered the results desired. Research suggest that everyday interaction between a teacher and student has a prime determinant on student achievement. Great teachers can make all the difference in the world. Teachers can inspire a student to achieves at an elevated level or a student who falls through the away and never reaching his or her full potential. Great principals also play a part in helping teachers become successful as part of a strong, well-supported instructional team. Mulford (2003) suggested that top-performing teachers can make a remarkable difference in the achievement of students. Students who are assigned to top-performing teachers every year experience a higher rate of achievement than those that do not. In the last ten years the federal government has developed ways to make sure that there are effective teacher in every classroom, and an efficient school leader on each campus. Each instructor and administrator will have access to on-going training support that they may need to be successful (Mulford, 2003). The No Child Left Behind (NCLB) Act functions as a data driven decision-making educational tool. This governmental act also provides support to teachers and administrators so that they can achieve these goals. One of the main aspects of the legislation was to have effective teachers in every classroom. The implementation process to achieve this transformation goal must be well planned out due to the number of uncertified teachers in the classroom prior to the act being implemented ( Left
References: Left Behind: Low-Income Students Under the No Child Left Behind Act (NCLB). (2008). Lewis, M., And Pattersson., Gunilla, P. (2009). Governance is education: Raising Performance. Mickelson, R, & Southworth, S . (2005). When Opting Out is not a choice: Implications for NCLB 's Transfer Option from Charlotte, North Carolina Mulford, B., (2003). School leaders: Changing role and impact on teacher and school effectiveness