Who Created No Child Left Behind? Criticism And Reformation Of The Act new for 2022

No Child Left Behind (NCLB) is a federal education act in the US that was signed into law on January 8, 2002. The goal of NCLB is to close the achievement gap between students by holding schools accountable through standardized testing. Who created No Child Left Behind?

No Child Left Behind was created by President George W. Bush as part of his education reform agenda, signed into law on January 8, 2002 with the stated goal of “ending the soft bigotry of low expectations.” However, after 15 years since its creation, NCLB has failed miserably. Test scores are still stagnant and achievement gaps are growing larger every year.

The solution to this problem is simple – let’s end NCLB now! It’s time for Congress to pass new legislation that will help us improve our schools once again!


Who created No Child Left Behind?

Who created No Child Left Behind
Who created No Child Left Behind

On January 8, 2002 President George W. Bush signed the No Child Left Behind Act of 2001 (NCLB) into law which reauthorized the Elementary and Secondary Education Act.

The goal of NCLB is to ensure all students have a fair, equal, and significant opportunity to obtain a high-quality education, graduate from high school prepared for college and/or work, have access to highly effective teachers and principals, and be free from discrimination.

The No Child Left Behind Act of 2001 is reauthorized every six years. The latest reauthorization of the legislation occurred in 2015 under the Every Student Succeeds Act (ESSA) which President Barack Obama signed into law on December 10, 2015.

States also must identify for support and improvement schools with low-performing subgroups of students including those who are not meeting state academic achievement standards and those that have significant improvement needs.

States must provide additional educational supports and services or reform their interventions at schools with low-performing subgroups of students to improve student achievement and/or school performance.

Purpose of the Act

The Elementary and Secondary Education Act of 1965 is often referred to as No Child Left Behind or the ‘keystone’ law for US educational systems.

The original purpose was to make sure all children had equal access, but since then it has become an essential tool in measuring how well our country’s schools are doing at preparing students with different abilities for life after high school graduation day.

Whether they be rich, poor financially challenged families who want their kids equipped with necessary skillsets so that no matter what profession awaits them upon completion; future engineers ready log enough hours on Fridays afternoon just before.

The No Child Left Behind Act was created with the intention to hold schools accountable and reward them for excellent performance. However, many people believe that this has caused an increase in public school segregation because it shapes what sort of resources they can use when deciding which students deserve those benefits most.

The passing of “No child left behind” led America down a new path: one focused on accountability within our education system as well as providing incentives based off student achievement (or lack thereof).

The law’s passage came at time where there had been increased concern about how children who come from low income households perform academically compared against their high socio-economic peers; thusly leading us into trying out special policies such as NCLB or adequate state grants.


In order to receive federal funding, states were required under the No Child Left Behind Act of 2001 be in compliance with minimum performance benchmarks for each student.

To do so they had set up a system that mandated schools and school districts would have their students take standardized tests from 3rd grade all the way until 12th grade when these new laws took effect (Tulsi 2008).

These assessments covered both mathematics as well reading; this legislation made it mandatory upon issuing grades on state educational standards based off results coming back form exams given at different points during childhood development stages: Kindergarten through 5th grades or 6-9.

In 2007, a federal law required that all students in grades three through eight be tested once during each of the three grade spans. There were already 48 states with tests for reading and mathematics but not science; so this created an opportunity to add it too with $2 billion from Washington DC as incentive funds (2002-2007).

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In order to ensure equitable access by disadvantaged minorities or those living on reservations without ready transportation options into major cities like Los Angeles where most schools are located now rely heavily upon these new assessments–to judge how well curriculums prepare kids who live in remote areas.


In 2012, President Barack Obama granted waivers from some of the law’s mandates to several states. In exchange for flexibility regarding No Child Left Behind (NCLB), these states agreed “to raise standards and improve teacher effectiveness.”

This is an excerpt describing five stages of NCLB waiver process with input taken directly from page 8-9 in document entitled The Nation Wants To Know: A Guide For Teachers And Students On Understanding Their Rights Under The federal education legislation known generically as ‘No Child LeftBehind’.

The first stage entails laying emphasis on high quality teaching by providing incentives such as bonus payments commensurate with experience level or advanced degrees; requiring novice teachers at low income schools meet performance criteria within three years before eligibility may proceed onto tenure status.

Eight states were granted conditional waivers, meaning their state’s plans remained under review. Five of those eight – Alaska, Idaho , Iowa and Maine ; as well as West Virginia – did not complete the requirements for a one year freeze on raising standardized test scores .

These five applicants received approval after failing to provide evidence that they could still meet yearly targets despite changes coming into effect soon due to new civil rights laws passed last year.

The other three areas which sought this type protection from federal intrusion: Alabama (with its waiver application denied), Arkansas , South Carolina.

As of the start of 2014, 42 states have been granted waivers from NCLB. North Dakota and Wyoming withdrew their request while California’s was rejected because they did not meet certain requirements in regards to K-12 education policy development or testing procedures for schools within that state.

Iowa also requested a waiver but theirs was turned down due primarily on how much autonomy school districts already had with regards curriculum choice before receiving federal funding; this created what some argue would make it difficult if not impossible under current conditions (No Child Left Behind Act).

The next three lines summarize each applicant separately: “Nebraska didn’t apply,” Montana withheld its decision citing concerns over economic stability as well an uncertain future regarding neighboring states’ ability/willingness.



The No Child Left Behind Act put an emphasis on standardized testing. Schools that receive Title I funding are required to have AYP, or demonstrating adequate yearly progress in students’ test scores when compared with previous years of the same grade level student’s performance at this point during their education process.

So far as it can be judged scientifically based upon data obtained from nationally norm-referenced assessments procedures approved under state educational policy which also include Drop Out Elimination Gaps among other factors like graduation rates and college aspirations.

Inequality grows ever higher due largely because those who cannot afford private school tuition often end up stuck behind our public ones without opportunity for growth.

In order to achieve AYP, each state was required to develop its own statewide measurable objectives for improved academic achievement and groups such as students with disabilities, economically disadvantaged students or limited English language proficiency.

These targets were set in accordance with the goal that all students would be proficient by 12 years old at a rate equal across racial backgrounds within these categories due increased federal funding incentives if they did so.

Schools failed this measurement three times without making sufficient progress being identified among those who fail consistently over two consecutive school years before being labeled “in need improvement”.

School AYP results were reported separately for each of the identified student groups in order to determine if a school was meeting their state’s Adequate Yearly Progress.

To do this, at least 95% participation from students is required and up until 3 years worth can be used when aggregating data across multiple subjects so long as there have been no significant changes within those three-year periods.

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This would indicate shifts in performance levels among certain subject matters or learning styles over time – including what parents might notice about how well one learns differently than another child does!

The Federal Teacher Qualification Act of 1994 set standards for teachers, requiring that they be highly qualified. Each state was required to create their own definition of “highly qualified.”

States also had one high challenge standard which needs to be met in order for students who are not meeting this criteria can still receive an education at these schools with struggling grades or Behavioral issues.

However if military recruiters have access and see information about your academics then there’s no way you’ll stop them from contacting colleges on behalf if individuals because most people don’t even know what opt out means!


In 2001, Congress passed a law that allocated $55.7 billion in federal spending for education programs and initiatives to be implemented over the following 10 years – an increase from 2000’s total expenditure at just under $42 billion dollars!

One such program was No Child Left Behind which provided money towards improving teacher quality as well implementing technology grants with a budgetline somewhere around 2 billon 9 hundred thousand 22/3 cents ($2 .9).

The amount of money available to schools for special education and vocational technology has more than doubled.

School districts were also granted increased flexibility with how they allocate funds, including Title I programs or programs improving teacher quality which can lead students in the right direction on their educational journey while integrating new tech like interactivewhiteboards (IWBs) into classrooms as well as drug-free environments.

Critics of the act

Insufficient funding

Critics of No Child Left Behind have raised objections following the law’s passage.

The requirements placed greater demands on state and local education agencies without providing full reimbursement for expenses incurred, especially in light of recent cutbacks fromvernmental funding sources like sequestration which resulted in a reduction or elimination altogether some programs available through Title I grants.

NCLB co-sponsor Senator Ted Kennedy criticized this lack offunding at all levels – federal, state/localeducational-, stating: “The tragedy here is that these long overdue reforms finally came into place after years and decades worth efforts just disappear.

The law has been deeply unpopular with critics who claim that its funding decreased over time as demand for classroom technology increased.

Those opposed to this legislation argue that it demonizes schools struggling under the weight of NCLB, leaving them without resources necessary in order make Adequate Yearly Progress (AYP).

The United States Department Of Education implemented an enhancement program known at “Enhancing Education Through Technology” which distributed $3 billion dollars among various states based on formulas like poverty levels or raw number student enrolled.

However by 2012 only about half had actually received their payments making many wonder what happened during those five long years since AYP.

Total proficiency

Many education advocates expressed concerns about the law’s proficiency requirements despite initially supporting it.

Education historian Diane Ravitch labeled this provision, which requires all students to attain proficient scores in reading and mathematics by 2014 as flawed because of its lack for taking into account special needs cases like economically disadvantaged ones or bilingual children.

School districts could have faced consequences if they did not meet 100% graduation rates with these subjects within one year-and some even less than that!

The passage states “Many people were pleased when President George W Bush signed No Child Left Behind (NCLB) on August 5th 2001.” One reason why many Americans supported NCLBs passing was thought be generous funding provided through tax dollars allocated specifically toward public schools.

Emphasis on standardized testing

Supporters of No Child Left Behind have been harshly criticized for putting too much emphasis on standardized testing. Critics, such as Diane Ravitch believe that this will result in education being more focused only around the subjects covered by law–reading and mathematics.

he new way schools are teaching these skills is called “essential Larson math” which focuses less time on memorizing facts vs problem solving It encourages critical thinking skills while still covering all necessary topics.

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People with disabilities

Under No Child Left Behind, disabled students with Individualized Education Programs and 504 plans are counted the same as other students’ scores.

Schools have argued against having a population in their AYP measurements because they claim there is too much variables involved.

However, The National Council for Disabilities was concerned that NCLB may conflict with one of its main focuses – individual achievement instead being focused more on grouping together based off disability status alone which could be seen conflation rather than clarification due its focus on group performance over just single learners .

To revolutionize

To revolutionize
To revolutionize

In 2004, a proposal from 156 national organizations including the American Civil Liberties Union (ACLU), National Education Association (NEA) and American Federation of Teachers was introduced to Congress regarding No Child Left Behind.

The statement criticized NCLB for its overemphasis on standardized testing that narrowed curriculum instruction in schools without improving student performance outcomes as well using sanctions which were ineffective at changing school practices.”

In 2010, President Barack Obama presented the Blueprint for Reforming Elementary and Secondary Education Act to Congress. One significant provision of this proposed law rewarded school districts with high poverty rates that showed improvement.

It also provided interventions in those same schools if they failed to meet goals set forth by teaching professionals at any point during their time as administrators over students belonging there now or decades past when attendance was mandatory rather than voluntary like it is now.

The bill required states/districts create methods measuring teacher effectiveness so every classroom had effective teachers.

The Every Student Succeeds Act is a historic piece of legislation that will allow the U.S Department of Education to cede more power over state education systems and give states, school districts themselves greater autonomy when it comes down NCLB (National Governors Association).

The law reduces authority by giving both parties an opportunity for self-determinism where they can determine their own testing standards or intervention methods in order achieve academic success through individualized plans with specific goals designed just for them.


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