Date of Award
Bachelor of Arts
education, administration, schools, legislation, proficiency
On January 8, 2002, President George Bush signed the No Child Left Behind (NCLB) Act of 2001 into law. NCLB dramatically altered and expanded the federal role in both elementary and secondary education policy. The law was a result of a long standing history of educational reform for equality within the classroom coupled with a movement that began in the aftermath of the 1983 A Nation at Risk Report to make sure American youth stayed on par with other industrialized nations. No Child Left Behind was the most sweeping piece of transformational education reform since the Elementary and Secondary Education Act (ESEA) of 1965. No Child Left Behind reaches a broad scope of individuals as it applies to all public schools and their students across the United States of America. The act aims to provide equality of outcomes in regards to the future of our world and the levels of elementary and secondary education in which they receive. The legislation is designed around the notion of outputs, also known as measuring academic performances through high-stakes testing. The law calls for a significant increase in federal education spending, mandates that states must design and administer proficiency tests to all of their students grades three through eight and again once in tenth through twelfth grade. No Child Left Behind requires that a qualified teacher is placed within every classroom, and also assures that states and local districts will be held accountable for the performance of their public schools through the method of enforcing an array of corrective measures within public schools that fail to make adequate yearly progress in the direction of the ultimate goal: 100% student proficiency.
Hartnett, Meghan L., "No Child Left Behind: A Critical Look at the Historic Educational Reform And A Proposal of the Necessary Remedies" (2011). Honors Theses. 995.