No Child Left Behind Act; To Accept it or Reject

Toulmin Analysis of Essay and Writing Your Conclusion

No Child Left Behind Act

To Accept it or Reject

There is need to establish whether the Act has contributed to the test scores positively among students. Through the utilization of a comparative study which comprised of interrupted time series analysis, which integrated assessment of the test-score variations in schools that already adhered to accountability prior to the introduction of the No Child Left Behind Act; the test performance for mathematics was found to be higher among those in fourth grade. The progress in mathematics was realized in mainly those who were considered to fall in the customarily lower clusters and also the lower percentile (Dee & Jacob, 2011).

No Child Left Behind Act

The policy does not cover some aspects. For instance, Beneridge (2009) argues that the policy has to be diversified in order to ensure the current educational needs. The policy has to be altered in a manner that fits all the regimes that are yet to come. Thus, the policy has to be altered in line with learning English language arts (ELA) and the financial aspect. The policy has to also consider math as the core of the curriculum. Some of the demands of the policy have been left out. With respect to Hanna (2013), the Department of Education on the United States has been initiating new waivers on the NCLBA. Accordingly, states have been incorporating the new Common Core State Standards into practice with the perspective of advancing the English language arts together with math. The Common Core State Standards are effective to teachers since they assess teachers. They also support their progress (Dean, 2008).

With regard to the financial aspect, Duncomber, Lukemeyer and Yinger (2008) through their analysis of Kansas and Missouri, they found out that the new funding from the federal government through NCLBA has been effecting in elevating the standards of performance. Conversely, the funding is not able to fund the standards that require substantial improvements with respect to the school-district efficiency. Accordingly, in order to realize the objects and goals set forth in the NCLHA, reforms have to be executed so that they can be able to promote high standards (Krieg, 2008).


The NCLBA is based on effective goals. This is because the policy is geared towards providing an opportunity through which American children access to education of elevated standers. In addition to this, the policy is geared towards ensuring that the highest levels of proficiency are accomplished in the American schools. However, an effective policy has to ensure that it meets the demands and needs of the parents, teachers and students. NCLBA is in good position of attaining its goals however; it lacks some aspects that are mandatory for realization of success. Therefore, the NCLBA has to support any reforms that are geared towards the realization of its goals. This is through gathering information pertaining to the learning time and process of the students, evaluation of the teacher and funding of schools especially with regard to needy students. In addition to this, the policy is also supposed to ensure that high standards are set in accordance to learning math and English language. If these aspects are dealt with, then the goals of the NCLBA will be realized. Thus, currently, the policy is not able to comprehensively meet the needs. Reforms have to be executed to make it accepted.


Beneridge, T. (2009). No Child Left Behind and Fine Arts Classes. Arts Education Policy Review journal, 111(1), 4-7.

Dean Ho, A. (2008). The Problem With “Proficiency”: Limitations of Statistics and Policy Under No Child Left Behind. The Education and Educational Research journal, 37(6), 351-360.

Dee, T. and Jacob, B. (2011). The impact of no Child Left Behind on student achievement. Journal of Policy Analysis and Management, 30(3), 418-446.

Duncombe, W. (2008). The No Child Left Behind Act: Have Federal Funds Been Left Behind? The Public Finance Review journal, 36(4), 381-407.

Krieg, J, (2008). Are Students Left Behind? The Distributional Effects of the No Child Left Behind Act. American Education Finance Association, 3(2), 250-281.

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