Foundations and Current Issues of Early Childhood Education/Chapter 6/6.2

NO CHILD LEFT BEHIND

By Faye Ninos

History of the federal role in Education

NCLB culminates more than four decades of federal expansion into public education, beginning largely with the Elementary and Secondary Education Act of 1965 (ESEA). As part of President Lyndon B. Johnson's "War on Poverty," he created the ESEA which appropriated approximately $2 billion in its initial year to help states improve educational opportunities for the underclass. The federal government decided to continue its assistance to states and from 1965-1975 federal funds for elementary and secondary education increased by more than 200 percent. The country, however, slipped into economic hardship for the following five years, and federal spending on education only rose by 2 percent.

In 1980, President Ronald Reagan took office and adamantly opposed expanding the federal role in education and even campaigned for the abolishment of the recently created U.S. Department of Education. He drastically cut back federal spending on education and believed that establishing academic standards should be left up to the states. The result is the diversity of state education systems that are now in place.

George Bush, Sr. and Bill Clinton both attempted to provide national support to the state and local standards movements in education. George Bush, Sr. held an Inaugural National Education Summit, where he and the US Governors came up with six broad objectives to be reached by the year 2000, dubbed “America 2000.” In addition, he created the National Education Goals Panel to monitor and report on the progress made toward meeting the six objectives. President Clinton adopted most of the same recommendations from the Education Summit and signed the Goals 2000: Educate America Act, which created a National Education Standards and Improvement Council with the authority to approve or reject states’ standards. When the Republicans took control of congress during Clinton’s term, they opposed the federal role in education and the council consequently died. Shortly thereafter, Clinton signed the Improving America’s Schools Act (IASA) of 1994. IASA is a prior re-authorization and revision of the original ESEA. It became clear that the federal government was investing in standards and assessments as the means to hold schools more accountable for the performance of its students. States were still allowed the autonomy to develop their own education system. To continue receiving federal funds, however, the state had to comply with the general requirements of IASA.

When President George W. Bush took office in 2000, he placed education as the foremost priority on his domestic policy agenda. The president developed a new federal role in public education by building on the successes of IASA and his own experiences with the Texas education system during his tenure as governor. (National Conference of State Legislatures)

Today, nearly 70 percent of inner city fourth graders are unable to read at a basic level on national reading tests, our high school seniors trail students in international math tests, and nearly a third of college freshmen must take remedial courses before they can begin regular level college courses. In response to a great number of Americans falling behind in education, No Child Left Behind was born. (President George W. Bush)

No Child Left Behind Act of 2001

President Bush signed the No Child Left Behind Act on January 8, 2002. No Child Left Behind is based on stronger accountability for results, more freedom for states and communities, proven education methods, and more choices for parents.

States are working to close the achievement gap and make sure all students, including those who are disadvantaged, achieve academic proficiency. Annual state and school district report cards inform parents and communities about state and school progress. Schools that do not make progress must provide supplemental services, such as free tutoring or after-school assistance; take corrective actions; and, if still not making adequate yearly progress after five years, make dramatic changes to the way the school is run.

States and school districts have unprecedented flexibility in how they use federal education funds. For example, it is possible for most school districts to transfer up to 50 percent of the federal formula grant funds they receive under the Improving Teacher Quality State Grants, Educational Technology, Innovative Programs, and Safe and Drug-Free Schools programs to any one of these programs, or to their Title I program, without separate approval. This allows districts to use funds for their particular needs, such as hiring new teachers, increasing teacher pay, and improving teacher training and professional development.

No Child Left Behind puts emphasis on determining which educational programs and practices have been proven effective through rigorous scientific research. Federal funding is targeted to support these programs and teaching methods that work to improve student learning and achievement. In reading, for example, No Child Left Behind supports scientifically based instruction programs in the early grades under the Reading First program and in preschool under the Early Reading First program.

Parents of children in low-performing schools have new options under No Child Left Behind. In schools that do not meet state standards for at least two consecutive years, parents may transfer their children to a better-performing public school, including a public charter school, within their district. The district must provide transportation, using Title I funds if necessary. Students from low-income families in schools that fail to meet state standards for at least three years are eligible to receive supplemental educational services, including tutoring, after-school services, and summer school. Also, students who attend a persistently dangerous school or are the victim of a violent crime while in their school have the option to attend a safe school within their district. (Ed.gov)

Is it working?

Multiple studies and reports show that student achievement is rising across America: The long-term Nation's Report Card (NAEP) results, released in July 2005, showed elementary school student achievement in reading and math at all-time highs and the achievement gap closing.

For America's nine-year-olds in reading, more progress was made in five years than in the previous 28 combined.

America's nine-year-olds posted the best scores in reading (since 1971) and math (since 1973) in the history of the report. America's 13-year-olds earned the highest math scores the test ever recorded. Reading and math scores for African American and Hispanic nine-year-olds reached an all-time high. Math scores for African American and Hispanic 13-year-olds reached an all-time high.

Achievement gaps in reading and math between white and African American nine-year-olds and between white and Hispanic nine-year-olds are at an all-time low.

NCLB TERMS THAT EVERY PARENT SHOULD KNOW: Title 1 - This is the part of No Child Left Behind that supports programs in schools and school districts to improve the learning of children from low-income families. The U.S. Department of Education provides Title 1 funds to states for school districts based on the number of children from low-income families in each district. State Assessments - the tests developed by your state that your child will take every year in grades 3-8 and at least once in high school. Adequate Yearly Progress (AYP) - explains that your child’s school has met state reading and math goals. School In Need of Improvement - schools receiving Title 1 funds that have not met state reading and math goals for at least two years. Supplemental Education Services (SES) - the tutoring and extra help with schoolwork in subjects such as reading and math that children from low-income families may be eligible to receive. It is provided free of charge and usually takes place outside the regular school day. Highly Qualified Teacher (HQT) - a teacher that proves that he or she knows the subjects he or she is teaching, has a college degree, and is state-certified. Students must be taught by a HQT in core academic subjects.

The state-by-state Nation's Report Card results, released in October 2005, showed improved achievement in the earlier grades in which NCLB is focused. In the last two years, the number of fourth-graders who learned their fundamental math skills increased by 235,000—enough to fill 500 elementary schools! Across-the-board improvements were made in mathematics and in fourth-grade reading.

African American and Hispanic students posted all-time highs in a number of categories.

Forty-three states and the District of Columbia either improved academically or held steady in all categories (fourth- and eighth-grade reading and fourth- and eighth-grade math).

The Nation's Report Card Trial Urban District Assessments for Reading and Math, released in Dec. 2005, showed students in select urban school districts improving faster than their peers over the last two years.

Fourth-graders in 8 of 10 urban districts made larger gains in math than the national average.

Fourth-graders in 7 of 10 urban districts made larger gains in reading than the national average.

Eighth-graders in 7 of 10 urban districts made more progress in basic math skills than the national average.

The Nation's Report Card Science 2005 Report found significant academic gains by fourth-graders.

Overall, fourth-graders improved four points in science achievement over 1996 and 2000 levels, with the lowest-performing students making the largest gains.

African American and Hispanic fourth-graders made significant gains as well, narrowing the achievement gap.

And the Nation's Report Card Trial Urban District Assessment for Science, released in Nov. 2006, showed narrower achievement gaps for low-income students than for the entire student body, between nearly all of the participating school districts and the nation. (Ed.gov, National Center for Education Statistics)

How is it working locally?

Between 2002 and 2005 (latest data available):

Fifth-grade reading proficiency increased by 7%.

Fifth-grade mathematics proficiency increased by 10%.

The black-white achievement gap in fifth-grade reading narrowed by 8%.

The black-white achievement gap in fifth-grade mathematics narrowed by 11%.

The Hispanic-white achievement gap in fifth-grade reading narrowed by 7%.

The Hispanic-white achievement gap in fifth-grade mathematics narrowed by 4%. (Ed.gov)

Resources

Ed.gov, http://www.ed.gov/nclb/landing.jhtml?src=pb

National Center for Education Statistics, http://nces.ed.gov/nationsreportcard/nrc/reading_math_2005/s0017.asp?printver=

National Conference of State Legislatures, http://www.ncsl.org/programs/educ/nclbhistory.htm

President George W. Bush, http://georgewbush-whitehouse.archives.gov/news/reports/no-child-left-behind.html

Questions

Multiple Choice 1. What does it mean to be a “Highly Qualified Teacher”?

You have proven knowledge of the subject material.

You have a Bachelor’s degree.

You have certification to teach.

All of the above.

Which president opposed expanding the federal support of education?

Lyndon B. Johnson

Ronald Reagan

George Bush, Sr.

Bill Clinton

Which is not a characteristic of the No Child Left Behind Act of 2001?

more freedom for states and communities

harsher punishment for criminals

stronger accountability for results

more choices for parents

What is the name of the part of No Child Left Behind that supports programs in schools and school districts to improve the learning of children from low income families?

AYP

HQT

Title 1

SES

In schools that do not meet school standards for at least __ consecutive years, parents may transfer their children to a better-performing public school, including a public charter school, within their district.

5

4

3

2

Essay

Explain the main purpose of the No Child Left Behind Act.

No Child Left Behind was designed by George W. Bush as a means to improve low-performing schools and lessen the achievement gap between low-class and middle or upper-class students. It is based on stronger accountability for results, more freedom for states and communities, proven education methods, and more choices for parents.

Under No Child Left Behind, all children are accounted for and schools are responsible for making sure every child is learning. Parents are given information and new options for their children to make sure that they have the appropriate learning experience. Teachers can look at assessment data and see where they need to improve in their teaching methods. Schools that are identified as in need of improvement can receive extra help and resources to raise the student achievement.

The federal government increased the money given to localities for education and increased their flexibility in allocating the funds to different uses within the education system to include helping low income families, offering higher wages to teachers, offering after-school programs, rewarding schools that make great improvements in achievements, and more.

Basically, the No Child Left Behind Act provides a huge increase in federal resources to states to improve low-performing schools. In exchange, the federal government expects more accountability from state education systems and the guarantee that no child will be left behind. To meet this expectation, states are required to increase student testing, collect and disseminate results, ensure a highly qualified teacher in every classroom, and guarantee that all students, regardless of socioeconomic factors, achieve a proficient level of education by the 2014-2015 school year.

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