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ate the capacity of some educators to teach effectively with limited content knowledge (Mizell, 2003.) For years and years, policy makers and school officials have been turning a blind eye to major problems in the public education system. This is one of the reasons why the NCLB exists today. Communities were willing to have persistently low-performing schools so long as the children of the community's economic, political, and social power structure did not have to attend those schools (Mizell, 2003.) In turn what they were doing was setting up a segregated school system.

 

Some consider the law malevolent. People are now responding to the NCLB in one of three ways. A staff member of a school reform organization believes the law stems from 'a conspiracy by the Bush administration to start handing education over to private corporations.' Many educators believe the NCLB sets unreasonable expectations that schools cannot meet and this will provide ammunition for those who advocate vouchers and other alternatives to public education (Mizell, 2003.) Another view is that the NCLB 'could dismantle a public school system,' because it applies to both small and large schools. The children attending the small school are performing well. The children at the larger schools are not performing as well as the smaller schools. Still another perspective is that the law seeks to undermine public education because it does not provide adequate funding to support all the changes the NCLB requires (Mizell, 2003.) There should be significantly more funding for the No Child Left Behind Act, but waiting for the school system to declare that they have enough money to do so is hurting the children.

 

Yes, there is criticism of the NCLB. Teachers have the tendency to lower their own expectation of their role because they are focusing so much on the regulations of the NCLB. Many believe that the educators should be in charge of the day-to-day practices that cause all students to dramatically improve their academic performance. The law's potential is not in the details of its implementation, but it causes educators to finally devote their time and attention to serious problem of teacher quality and student performance (Mizell, 2008.)

 

The third type of response to the NCLB is largely hypothetical. People are speaking about using some creativity to have the law improve teacher quality and enable the students to become more proficient, instead of just implementing the law. Implementing the law and using the law are not the same. Efforts to implement the law focus on minimums, the least effort required to demonstrate compliance. The Task Force now includes 28 practitioners from 26 states representing state departments of education, intermediate education service agencies, local school systems, a few schools, and teacher unions (Mizell, 2003.) In order to prompt states and school systems to improve their quality in professional development, the Task Force members have come up with a variety of provisions to help.

 

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