No Child Left Behind Introduction

The No Child Left Behind Act was implemented in 2001 and will be the main topic of discussion in this project. According to the US Department of Education, the main objective of the No Child Left Behind Act is to achieve “stronger accountability for results, more freedom for states and communities, proven education methods, and more choices for parents” (Department of Education). Overall, the bill is supposed to “build the mind and character of every child, from every background in every part of America” Department of Education). While No Child Left Behind (NCLB) is a good idea in theory, it actually accomplishes the opposite of its goal. The Act uses the same standardized test as a measure of intelligence and progress across the United States. As a result of its “one size fit’s all” accountability measures, all schools and districts are expected to achieve progress based on the same standards (Leon-Guerrero 194). The problem that this presents is that it hinders the development of students both academically and socially because

1. Every student across the United States is presumed to be on the same academic level.

2. Schools and students get penalized if they do not meet Adequate Yearly Progress (AYP)¹.

3. Students are taught to a test instead of learning other important subjects, material, and social and life skills.

I would like to investigate this problem using the conflict perspective. This perspective is used to consider how society is held together by power and coercion. Also according to conflict theorists, social problems are the result of conflicts between groups in our society “based on class, gender, race, or ethnicity (Leon-Guerrero 14). I would like to utilize this perspective because I do think that No Child Left Behind creates and perpetuates inequalities between students based on race and class.

As a secondary perspective, I will also use the interactionist perspective in this investigation. Interactionist theorists focus on the expectations, rules, and norms that we learn and practice without even noticing. They also believe that social problems are created through interaction (Leon-Guerrero 15). Regarding education and NCLB, the way that students interact in the classroom, with tests, and with teachers, affects their access to education. Most schools “track” their students meaning that “advanced” learners are separated from “regular” learners. This leads to unequal learning opportunities in students. It also plants the idea in their heads that they are inadequate and may not be able to reach the level of their “advanced” classmates.

Lastly, I am targeting three main groups: education policy makers, school officials and educators, and parents. This is because these groups are the most affected by the issues that NCLB presents.

For more information about No Child Left Behind, visit the US Department of Education website at: http://www.ed.gov/index.jhtml?src=a

Also, here’s a link to the “Four Pillars” of NCLB:

http://www.ed.gov/nclb/overview/intro/4pillars.html

¹Adequate Yearly Progress (AYP) is the measure that the US Department of Education uses to measure the progress of students based on standardized tests. AYP is supposed to highlight where and which schools need help with progression.