No Child Left Behind and The Diverse and Low Income Students

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Recommended: Socioeconomic status and academic achievement

Even though all students have an equal opportunity and access to the same information, is there a trend in who gets more assistants based on your socioeconomic status? Many students are being bused from low income neighborhoods to higher income neighborhoods to help schools get federal grant money. Teachers are not as qualified as they should be to comply with the national standard. While NCLBA can be beneficial, parents should request the board of education to review the impact of grades and retention to show a year to year improvement. Because students in the middle class seem to be falling through the holes of this program by not getting assistance that they need because of financial classification.

First, Federal government has programs for low income students to help with academics but nothing for the upper and middle class students who are falling behind. Middle class students who have a support system at home; financial backing to not rely on state aid should not be penalized in what they are able to qualify for school assistance. The intent of the Act is that schools should be a common place or in other words promote competition among schools to increase grades and help the education system. “The idea of a common school developed with the theory that all children regardless of race, social class or religious beliefs should have a right to education” (Aske, 2013). The law was proposed by congress to make the schools more accountable and give the parent’s more choices in their child’s education. Since the law was passed it has received both praise and criticism. While it would be easy for the government to only look at year over year results to see that transferring kids from low income schools to a higher in...

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...the right to have an education and have the opportunity to be successful no matter what their socioeconomic background is.

References:

Aske, David; Connolly, Laura; Corman, Rhonda: ACCESSIBILITY OR ACCOUNTABILITY? THE RHETORIC AND REALITY OF NO CHILD LEFT BEHIND. Journal of Economics & Economic Education Research. 2013, Vol. 14 Issue 3, p107-118. 12p.

Orr, A. J. (2003). Black-White differences in achievement: The importance of wealth. Sociology of Education, 76, 281-304.

"Is No Child Left Behind Effective For All Students?" Parents Don't Think So, Randolph, Kelli; Wilson-Younger, Dylinda,Online Submission 6 pp. 2012

State Implementation of Supplemental Educational Services under the No Child Left Behind Act. From the Capital to the Classroom: Year 5 of the No Child Left Behind Act Series, Minnici, Angela; Bartley, Alice P., P13, 2007-Mar-1

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