No Child Left Behind ( Nclb ) - 1409 Words

In 1965, then President Johnson signed the Elementary and Secondary Education Act into law. Over the years it has been repeatedly reauthorized and updated by congress. No Child Left Behind (NCLB) was first introduced as House Resolution 1 during the 107th Congress in March of 2001. The Act aimed to ensure that all students regardless of race or socioeconomic status would have the opportunity for a solid education. The 2002 reauthorization included major bipartisan efforts to expose achievement gaps between sets of children and hold schools accountable for closing the gaps and helping all children succeed. In 2002, President George W. Bush signed the Act into law (McGuinn, 2006). According to the U.S. Department of Education, No Child†¦show more content†¦Tasks within this zone are endeavors that a child cannot yet accomplish on his/her own but could with the assistance of competent adults (Slavin, 2012). NCLB pays a great deal of attention to test scores and hence mandated that all teachers must be highly qualified by the end of the 2006 school year. Highly qualified meant that a teacher must meet the license and certification requirements of the state in which they teach. Slavin wrote that a teacher must also hold at least a bachelor’s degree and must pass state testing criteria and also demonstrate competency in the subject area in order to continue teaching (Slavin, 2012). Now if a teacher did not meet any of these qualifications by the end of the 2005/2006 school year, they would not be allowed to teach again until these mandatory requirements were met. It also mandated that all students in a school must be proficient by the 2013/2014 sch ool year. Each state would determine its own standards of proficiency for the students in its state. If at any point a school repeatedly produces students who are not proficient in their studies, the students at said school would have additional assistance programs available to them, such as the ability to attend one of at least two other schools in the district. School diversity played a major part and the Act provided unequal support in respect to geographical location and