Back Burner: No Child Left Behind The No Child Left Behind Act was intended to improve academic achievement. The goal was to help those succeed who are left behind or disadvantaged, close the gap between the advantage, eliminate failure, and determine or measure progress. TopicProgress made in education based on the No Child Left Behind Act ProposalI will argue that this act cannot define success in a educational school system, or guarantee that a child will not be left behind. With schools facing budget cuts, his limits how a school can help a student improve.

This act also requires a qualified teacher in the classroom who is dedicated to those who are falling behind. I recommend a government aided program to instruct teachers on how to help these students succeed and become better learners. There is more effort that can be given from teachers, government, and even parents.

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Counter-argumentAn argument opposing my opinion of how success can be measured, and that it doesn’t seem to be a huge concern in today’s society.In research I would like to find input from, maybe, teachers and parents to provide evidence in a lack of succeeding in this act. With this research it could sway an opinion on the effectiveness of the No Child Left Behind Act, and that it is in fact helping Jones 2 those at a learning disadvantage. I would like to find possible ways to make this act more efficient and effective to both teachers and student.Works Cited Beveridge, Tina. “No Child Left Behind and Fine Arts Classes. ” Arts Education Policy Review, 2010, Vol.

111 Issue 1, 4-7. Print. Lagana-Riordan, Christine, Jemel P. Aguilar. “What’s Missing from No Child Left Behind? A Policy Analysis from a Social Work Perspective. ” Children & Schools, July 2009, Vol. 31 Issue 3, 135-144. Print.

”Overview of No Child Left Behind-Major Provisions and Issues for Debate. ” Congressional Digest; May 2008, Vol. 87 Issue 5, p131-137. Print. Wallis, Claudia, and Sonja Steptoe. “How to Fix No Child Left Behind.

” Time, 4 June 2007. Vol. 169 Issue 23, 33-41. Print.


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