What Could Be The Possible End Results of the Evaluation of No Child Left Behind (NCLB)

The possible end results of an evaluation of No Child Left Behind can be varied and each result can be interpreted differently according to the role of the person who interprets the results. Teachers will have a different interpretation than administrators and those at the district and state level will have a different interpretation than those at the federal level. The end results will have as much wide reaching implications as the original policy did when it was first implemented. The education and the educational system can be renewed or decline according to the interpretations of the results and the results themselves.

The adequacy and effectiveness of the annual yearly progress (AYP) can be a major result of the evaluation of NCLB according to Mathis (2006). He states that the mastery of all students to reach state standards by 2014 is unrealistic, and the evaluation of the policy will show this. The researcher continues to state that the methods that are being used now and the methods that are on the table to revise the policy are still unrealistic and have no real power to make across the board changes. The author argues that even if the methods of change were effective, the policy is still under funded and without funds, positive results will not be reached.

One of the results of the policy could be that the public will demand not only a change in the policy but the removal of the policy. One of the most debated issues of NCLB is standardized tests according to the NCLB website (2004). This website is a strong advocate of the policy and even quotes former U.S. Secretary of Education Rod Paige, "Anyone who opposes annual testing of children is an apologist for a broken system of education that dismisses certain children and classes of children as unteachable." This strong statement could be a catalyst for the reversal of the assessment method that is currently used by most states today.

No matter what the end results of the evaluation of NCLB, there is sure to be more controversy of how much money has been spent, how much money has to be spent, and the involvement of the federal government in state power of their education system. As the economy continues to struggle, it could be more dramatic for the policy if people question the purpose and the goals of the original document. Every evaluation creates change and change costs money. The question may arise whether NCLB should exist at all or if another policy should be placed in its place.

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