The Negative Effects Of No Child Left Behind Act

No Child Left Behind Act did not have a positive effect on teaching students with disabilities. The law’s requirement for all students to be tested, regardless of cognitive ability was unfair. The added pressure on teachers to teach did not produce better test scores. The law gave students with disabilities a disadvantage over those students who did not have a disability. The only positive that came out of the law was it put the pressure on schools to hire highly qualified teachers, giving disabled students access to a better education.

No Child Left Behind required that all students, regardless of ability, become proficient in reading and mathematics by the year 2014 (Wei, 2012). The rigor of this type of accountability hoped to provide an

Along with educators, parents were also expected to join the fight for enhancement in their child’s performance (Rogers, 2006). The theory behind the failing schools was that the parents were just as much to blame for their child’s poor performance as the school was (Rogers, 2006). While this was a good idea in theory, in practice it did not do what it intended. An example of this is a parent who championed the law in 2002, stated that the law gave “false hope” in its attempt to help the failing inner city schools of Los Angeles (Roger 2006). This had a tremendous effect on all students, and those with disabilities suffered the most due to the problems created by No Child Left Behind. While the idea behind holding schools to a high standard had good intentions, it failed to recognize that not all student are capable of scoring high on standardized tests due to neurological

This was now a mandate by the government, and extended to students with disabilities. This was a proper area to tackle because of the countless students that fall through the cracks, who might have a learning disorder and not get diagnosed until late in his or her academic career. One goal was for students to attain reachable goals in terms of getting better academically (Rosenberg, 2004). Another positive that the law set out to accomplish was to make sure all students were taking standardized tests (Rosenberg, 2004). This all comes back to having solid teachers who are able to teach effectively. While this is a problem in the less affluent areas, it ca still be an issue in other parts of the country. Grants were awarded to districts, higher education, and schools on a competitive scale to get these kinds of professionals (Rosenberg,