No Child Left Behind, as already indicated, was passed in 2001. The basic premises of the legislation was to ensure that educators and administrators were held accountable for the success of students on standardized assessments. The high stakes standardized tests were to determine if a child and school met, exceeded, or fell below required standards. The law called for breakdown of different demographic groups to be assessed and each school was responsible for a certain standard meeting the articulated standard for success. While the intent is very noble as it should be the focus of every adult in education to make sure all children learn, the method of calculation of how a school meets these benchmarks proved to be problematic. For example, if 77% is the require percentage of the student body that must meet or exceed state standards, and a school shows a growth from 24% to 70%, although the school has made an astronomical growth in performance, the law would penalize the school for not making the 77% benchmark. Additionally, it seems that penalizing schools through withholding funding borders on punitive, especially when these schools probably are already in financial straits.
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This law was passed by Congress in 2001. Before the 9/11 attacks happened, it was supposed to be one of the main things that Pres. Bush was going to do as president. The basic idea behind the law is that it was going to test students quite often and then punish schools that did not have enough of their students performing well. The law was supposed to ensure that no group of students was allowed to just go along in school without learning. In other words, schools were going to be required to improve the scores of students from all backgrounds.
No Child Left Behind was establishing in response to parents concerns about the education system. It correlates with IDEA which addresses the laws for special education. The idea behind NCLB was that American teachers would be held accountable for student’s scores. Every student was expected to score at a 100% after a five year period.
Each year the scores that were expected from students were raised. In the beginning a school system may have oly had to have 60% pass the End of grade and End of Course tests. By the fifth year all students were expected to have passed.
Even students with low IQ's were suddenly being tested on the same material as the general education students. Their passing is also relative to accountability. The changes required students receiving special education to be taught grade level material regardless of their cognitive ability. In addition, if they had to learn basic skills they were to be taught them.
It all sounded real good except, try teaching a child who has the intelligence of a seven year old and can not add and subtract algebra.