Who Will Benefit from the Evaluation of No Child Left Behind (NCLB)
A huge question concerning the evaluation of the No Child Left Behind policy is who would benefit from its evaluation. The most important beneficiary of the changes would be the students, but is this the population the changes would benefit? If there are changes in the policy do to the evaluation, the policy makers would have job security as they would have to revise the policy and oversee the implementation and the evaluation of the policy through a whole new cycle. Though all stakeholders would benefit, there would be new discussions and debate about those policy changes.
One of the long term changes the policy makers of NCLB wanted to implement was to hold school districts accountable to make sure that all students learn. In this process, it is hoped that the changes from the evaluation will lesson the differences in student performance that is based on economic class or race, according to Christensen, Feehan, and Loss (2007). One of the components of the evaluation is to find out if the policy has in fact changed this social norm. If these conditions are not met, a new revision might include a program that will assist a school in meeting these conditions even though test scores might go down.
Mahoney and Ziegler (2006) argue that all participants in No Child Left Behind will benefit from the policy and any changes made during the evaluation of the process. The authors concentrated on how science could be translated into policy and they state that society as a whole will be the ones who will reap the benefits of the policy and the policies that are generated from the original NCLB. They report that through the discussions, debates, and arguments that surrounded the educational policy, lessons were learned and new directions will be taken to implement the changes of the policy to benefit more stakeholders as it is revised.
No matter what the evaluation results are of NCLB, the results were foster revision and new direction for the portions of the policy that failed or were barriers to the overall goal of student achievement. As the policy is reformed and revisions are implemented, all stakeholders from student to highest government involvement will benefit because any evaluation shows where the policy has been, how it worked, what the weaknesses are, and how it can be bettered. Though the change process will create debate, debate ushers in informed decisions that will help improve the policy for all.
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