NCLB and the New ESEA Title I Program: Poverty and Education

Abstract

The No Child Left Behind (NCLB) Act is the most sweeping policy legislation in the history of public education in the United States. It is an umbrella for many federal government initiatives impacting public education, including ESEA, Title I, the large federal compensatory education program that began as part of President Johnson's “Great Society” program in the mid-1960s. A brief review of selected interventions to improve public education and social justice for poor African-American public school students, whose education was heavily impacted by decades of slavery and other forms of racism are discussed. Specific requirements of NCLB are presented in detail, including a review of advantages and disadvantages of this legislation. Since its implementation, NCLB has been unpopular with many public school districts and professional education organizations because it seeks to hold them accountable for results obtained with different subgroups of students. Several recent challenges to NCLB are discussed as well as concessions to reduce requirements for Adequate Yearly Progress (AYP) recently negotiated between the U.S. Department of Education (USDOE) and state departments of education will permit more school to make AYP. Parents views of NCLB and public education in general are presented. Finally, a discussion of poverty, as seen through the revealing lens of Hurricane Katrina, and its impacts on achieving the laudable goals of NCLB are presented in this chapter.

Citation

Hunter, R.C. (2006), "NCLB and the New ESEA Title I Program: Poverty and Education", Brown, F. and Hunter, R.C. (Ed.) No Child Left Behind and other Federal Programs for Urban School Districts (Advances in Educational Administration, Vol. 9), Emerald Group Publishing Limited, Leeds, pp. 91-110. https://doi.org/10.1016/S1479-3660(06)09005-6