Study Document
No Child Left Behind and Black Males Essay
Pages:3 (772 words)
Sources:2
Subject:Government
Topic:No Child Left Behind Act
Document Type:Essay
Document:#33091354
No Child Left Behind and Black Males
No child left behind
No Child Left Behind: Cause and Effect Essay
The No Child Left Behind Act (NCLB) was passed in 2001 in order to improve overall students' performance and to decrease the performance gap between minority and mainstream students. However other effects have emerged since its implementation. Through this cause and effect essay, author sheds light on effects of the NCLB. It has been discussed, how the NCLB has helped to improve education levels as well as how school administrators are facing challenges to meet the standards of this act.
The Influence of No Child Left Behind on Black Male Graduate Rate
The Influence of No Child Left Behind on Black Male Graduate Rate
Essay
NCLB is an educational policy that emphasizes accountability by imposing constraints on school systems. According to Gay (2007),
"The achievement gaps persist among different ethnic group, the streamlining of school curricula such that critical areas of learning required for students to have a well-rounded education are ignored, and neglecting students who will not attend academic colleges and universities after high school" (Gay, 2007, p. 13).
The no child left behind act is a disciplinary action and an accountability system that places responsibility on schools to maintain a certain score for every child. George W. Busch signed this law in 2002. Through this act it was demanded to recognize the schools where students do not "achieve proficient levels of academic skills and/or graduating with a regular high school diploma in the standard number of years" (Balfanz & Legters, 2008). Another objective was to narrow the achievement gap that separated poor children from their peers. The act's most pervasive strategy was compensatory education: supplying extra funding for schools to provide special services for economically disadvantaged students. Believing that there was a high correlation between poverty and low student achievement; Title I ESEA provided over a billion dollars to local school districts with the intent of strengthening programs and providing additional resources for poor children (Balfanz & Legters, 2008).).
Although the NCLB standards accountability system has been implemented since 2001 in the American schools, yet the achievement gap exists among children who belong to poor households and are of different race. These standards require school administrators to show test scores meeting AYP or else have…
Sample Source(s) Used
References
Allensworth, E.M., & Easton, J.Q., (2007). What matters for staying on-track and graduating in Chicago public highs schools: A close look at course grades, failures, and attendance in the freshman year (Research Report). Retrieved from University of Chicago, Consortium on Chicago School Research website: http://ccsr.uchicago.edu/content/publications.php?pub_id=116.
Balfanz, R., & Legters, N., (2008). NCLB and reforming the nation's lowest- performing high schools: Help hindrance, or unrealized potential? In G. Sunderman (Ed.), Holding NCLB accountable: Achieving accountability, equity, & school reform, 191-222. Thousand Oaks, CA: Corwin Press.
Gay, G. (2007). The Rhetoric and Reality of NCLB. Race, Ethnicity and Education, 10(3): 279-293.
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