| In the ever growing war between educators, No | | | | will all be taught the same material and therefore |
| Child Left Behind is probably one of the most | | | | will all have the same education. If a child doesn't |
| hotly contested topics in the world of education | | | | pass the standardized test by his last year of high |
| today. Nobody can seem to agree on it and it's | | | | school then he must either go to summer school |
| no wonder, because it's a rather radical concept | | | | and pass it or repeat his last year of high school. |
| that years ago would have been unthinkable. In | | | | Those for this say it will make sure that every |
| this article we're going to present both sides of | | | | child who does graduate from school is prepared |
| the argument but in no way will we try to | | | | for the outside world. By making the money given |
| determine who is right and who is wrong. We'll | | | | dependent on these test scores, this forces the |
| leave that decision to history itself. | | | | schools themselves to focus on what they |
| No Child Left Behind, the act, was instituted in | | | | consider the core contents. This makes sure that |
| 2001. One of the biggest problems with No Child | | | | every kid is properly educated. |
| Left Behind is that most people don't really | | | | Those against No Child Left Behind argue that the |
| understand what it means. Parents are under the | | | | money allocated to the school districts should not |
| impression that it means their child is not allowed | | | | be dependent on how well the students do. Their |
| to be kept back in school if his grades are poor. | | | | argument is that children in poorer districts do |
| This is not true at all. No Child Left Behind was | | | | poorly because they are poor and the money |
| instituted so that the poorer districts could give | | | | should be given to them regardless of test |
| their children the same level and quality of | | | | scores. They view this as a catch 22, which most |
| education as children in the richer districts. To | | | | teachers in the poorer districts seem to agree |
| achieve this end, the poorer districts are allocated | | | | with. |
| a certain amount of additional funds. These funds | | | | As to where this money actually goes, that would |
| increase a certain percentage each year. Since | | | | take a book to explain. Suffice it to say that |
| the act was instituted, the average dollar amount | | | | portions of this huge amount are divided up |
| allocated has risen from $13,500,000,000 in 2002 | | | | among many areas including Comprehensive |
| to an estimated $25,000,000,000 in 2007. | | | | School Reform, Advanced Placement, School |
| But there is a catch to this. And this is where the | | | | Improvement, School Dropout Prevention and the |
| arguments come in. In order to qualify for this | | | | list goes on and on. This is where another |
| funding, schools have to have a certain | | | | argument comes in. Most teachers feel this |
| percentage of students pass the standardized | | | | money is being wasted and should go to teachers |
| tests that are given each year. Currently, those | | | | salaries and text books, where the money is |
| tests are only given to high school children. Future | | | | really needed. |
| plans for No Child Left Behind are to have these | | | | If you'd like to do more research into No Child |
| tests given to every child in every grade. | | | | Left Behind, the entire act is posted on the |
| The arguments for this procedure is that children | | | | government educational web site. Enjoy! |