Sample Education Essay The Impact of NCLB

The Impact of NCLB


The NCLB Act originated from the Elementary and Secondary Education Act, and the consolidation of the latter Act was in 1965. The NCLB Act became evident in 2001, and the Act focuses on standards, utmost levels of accountability, and parental options (Hamilton, Heilig & Pazey, 2014). More specifically, the Act seeks to avail a quality educational service for all students. The Act endeavors to bridge the achievement gap. This is particularly evident between the low-income students, minority students, and their respective peers.

The dissection focuses on an aspect of the NCLB Act. Moreover, it reviews how this particular aspect affects the Dallas Charter School. More intently, the study scrutinizes the aspect of enhanced teaching and learning. The NCLB Act propagates the improvement of teaching and learning methods at Dallas Charter School. In addition, the study focuses on a plan to implement this aspect. The dissection also reviews how the leadership will coordinate with the internal frameworks of Dallas Charter School by providing specific examples. Moreover, it examines the role of external stakeholders in implementation, and the incorporation of research and resources in the implementation plan.

Description of Enhanced Teaching and Learning

            Under the NCLB Act, schools in respective states have the ability to establish their testing programs and methods (Heinrich et al., 2014). Thus, the students can access customized teaching and learning facilities, and this immensely improves the teaching and learning. For instance, some charter schools spend more time on math and reading activities, and these two subjects challenge many students than other core subjects. Hence, because of the NCLB Act the students gain access to tailored learning and teaching frameworks, and this improves their performance as manifested across many learning institutions. In addition, students in respective charter schools are taking more tests, and this is an indication of enhanced learning and teaching. A scholar will be comfortable to take more tests if he/she is confident about his/her knowledge, preparation, and skills (Hamilton, Heilig & Pazey, 2014). The NCLB Act nurtures a culture of students taking more tests, and this certifies the aspect of enhanced learning and teaching.

Plan to Implement Enhanced Teaching and Learning

To nurture enhanced learning and teaching the Dallas Charter School ought to discern the educational programs, which enable the greater success of students in the institution (Heinrich et al., 2014). For instance, the school can encourage more activities linked to out-of-school-time tutoring. To enhance the learning and teaching activity for disadvantaged scholars at Dallas Charter School, it is essential to embrace additional tutoring besides regular lecture hours. More intently, the institution has to nurture a framework whereby they regulate the hourly rates charged by providers (Hamilton, Heilig & Pazey, 2014). Research indicates that many scholars are deficient in high quality and differentiated instruction to realize significant scores in their learning.

The Dallas Charter School ought to formulate a framework whereby students can access additional hours of receiving instructions and insights besides lecture hours, and at considerable hourly rates. Such procedures will guarantee enhanced learning and teaching and success will be evident at the institution (Heinrich et al., 2014). The institution should also invest in proven educational programs in line with the NCLB Act. More precisely, the Dallas Charter School should evaluate the effectiveness of external providers and recommend the best ones to the scholars in the institution.


Specific Examples of How Leadership Will Need To Collaborate Within the Internal Structure and Governance of the School

            For leadership to collaborate within the internal structure and governance of the Dallas Charter School it is necessary to focus on joining the institution’s curriculum with the NCLB provisions (Hamilton, Heilig & Pazey, 2014). More precisely, it is necessary to fuse the curriculum of Dallas Charter School with the aspects of enhanced learning and teaching. For instance, a Scholar pursuing a Doctorate at Dallas Charter School has challenges in formulating a topic for his/her dissertation. The instructors of this scholar should be able to collaborate amongst themselves and with the institutions’ governance structures to avail a framework whereby this scholar will acquire more insights about his/her dissertation. More intently, there should be an internal structure at Dallas Charter School, whereby the governance of the school supports the coordination of delivering instructions to the Ph.D. scholar (Heinrich et al., 2014). In addition, the leadership and the governance structures ought to coordinate amongst themselves to avail a pool of highly qualified instructors to Doctorate scholars in the institution. Moreover, they also ought to collaborate in the provision of supplementary educational services such as additional lecturing hours and other forms of academic help.

How External Stakeholders Will Be Involved In the Implementation of Enhanced Leaning and Teaching

            The external stakeholders include the educators, parents, leaders, and the state authorities, and so forth. The educational state authorities will continually evaluate the quality of teaching and learning at the Dallas Charter School (Hamilton, Heilig & Pazey, 2014). Moreover, the evaluation of the progress of teaching and learning is critical to the implementation of enhanced teaching and learning. In addition, the external stakeholders such as the research community will compare Dallas Charter School with other educational fraternities in Texas and the USA. Hence, this research community will be able to apply scientific research and evaluation techniques to establish if there is an enhanced teaching and learning at the institution. Accountability for results also comes into play, and all the external stakeholders have to be keen on the quality of graduates produced by Dallas Charter School (Heinrich et al., 2014). Accountability is critical in the implementation stage, and it certifies the efforts of the institution in achieving enhanced teaching and learning. Overall, the external stakeholders provide performance feedback and support to the institution in the implementation stage. Moreover, they make the institution account for all its initiatives concerning improvements in learning and teaching.

The Research and Resources Incorporated Into the Implementation Plan

            To implement the enhanced teaching and learning initiative, it is necessary to rely on test data as a guide to determine the best practices (Hamilton, Heilig & Pazey, 2014). The scholars at Dallas Charter School will participate in a survey, which will occur via online platforms whereby they will share their thoughts on teaching and learning enhancement methods at the institution. In terms of resources, it will be necessary to incorporate skilled researchers in the implementation plan, and these researchers will evaluate the providers of supplementary lecturing services. In addition, the researchers will also access relevant databases at Dallas Charter School and government databases to analyze the collected information in an impeccable manner. Other resources applicable to the implementation are the funding and time investment (Heinrich et al., 2014). It would time consuming to obtain all relevant data from the institution’s scholars and government databases. Hence, time is a crucial resource in the implementation plan.

In conclusion, the NCLB Act is an endowment to all learning institutions and scholars. The Dallas Charter School ought to acquire insights from this Act in all instances. Such procedures will guarantee the provision of enhanced learning and teaching to scholars in the various academic levels and institutions.


Hamilton, M. P., Heilig, J. V., & Pazey, B. L. (2014). A Nostrum of School Reform? Turning Around Reconstituted Urban Texas High Schools. Urban Education, 49(2), 182.

Heinrich, C. J., Burch, P., Good, A., Acosta, R., Cheng, H., Dillender, M., & … Stewart, M. (2014). Improving the Implementation and Effectiveness of Out-of-School-Time Tutoring. Journal of Policy Analysis & Management, 33(2), 471-494