| Advocacy Section |
| The No Child Left Behind Act of 2001 was signed into law by President Bush in January 2002. Its main objective is to make a strong push to improve the educational acheivements of those students who are in schools that are close to failure. This is and effort to shorten the gap between groups of students within a community. In addition, this is an effort to create a national school system that can effectively acheive at relatively similar educational levels. This Act allows for accountability to those schools who are not educating their students are a level that would be seen fit on a national scale. If a school is not testing well, it will be easily recognized and told to revamp. This national testing allows NCLB to be set into motion. |
| No Child Left Behind is a program that develops the educational system from within itself. The teachers are made to be "highly qualified" in their area of education. Through this process, accountability is demanded from the teaching end. Students and parents are also made to be accountable as they choose whether of not to test with their school, and may after the year choose to change schools. |
| There are many ways to advocate for or against No Child Left Behind, and the alternative testing it promotes. By getting on a committee for local educational processes, it is possible to make your stance on NCLB clear. Also by voicing requests to your state level department of education, it is possible to make your voice heard. Finally, keeping yourself up to date on current testing and progress of NCLB. This allows the program to be made accountable for what it does, and how it does it. This is fundamental in the program itself, and from an outside perspective, is important to keep NCLB a relevant and useful educational policy. |
| No Child Left Behind is a useful way to level the playing field in education. In the policy it is able to shift the gap between schools that have success and those who are doing poorly. This is useful because it is a step in the direction of equality, while also making parents and teachers responsible to the result that the program ultimately produces. Through a solid foundation in principles, along with the monitoring and contouring of this policy to fit the mold within the constructs of what parents and teachers want, this program can effectively create the best possible outcome for future students. Like any other program, its basis for staying pertinant is in the input of advocates who help maintain its legitimacy of effect in the United States. |
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