No Child Left Behind Act, Thesis

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The issue is fairly straightforward, and it does not require special teaching theories or extensive legislation in order to be corrected. Students are being failed at a young age and throughout school by a system that is so intent on finding ways to show progress that it stops paying attention to any real measures. This problem is exacerbated by funding that is performance-dependent, as it only leads to the inflation of assessment scores. This not only helps to masks issues on a national level, but it fails countless individual students who deserve a better education than the one they are being allowed to skate by with. Reform is wonderful when it is useful, but when it is a tool for legislatures, administrators, and educational theorists to feel like they are getting things done, it becomes far more destructive than simply letting things continue unhindered would.

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I am very much a proponent of a return to the basics, if that has not already been made clear. I also believe that a heavy amount of reform is needed in order to get us back to these basics. "The basics" have not been taught to the extent and standards that they should be for decades; children should already be proficient readers by second and certainly third grade, yet the standards for these grade levels are still fairly low (and even now, reform measures have trouble getting students to match up). Once the basic skills are mastered, learning everything else becomes far simpler. If they are not mastered. learning anything else becomes near to impossible, and what is….....

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"No Child Left Behind Act " (2009, October 11) Retrieved June 20, 2025, from
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