Evaluation proposal of a public policy PDF

Running head: EVALUATION PROPOSAL OF A PUBLIC POLICY
Evaluation Proposal of a Public Policy
Name of the Student
Name of the University
Author Note

1EVALUATION PROPOSAL OF A PUBLIC POLICY
Table of Contents
Introduction......................................................................................................................................3
Summary of the policy.................................................................................................................3
Thesis Statement..........................................................................................................................3
Desired outcome..........................................................................................................................6
Importance of the outcome..........................................................................................................6
Research question........................................................................................................................6
Literature Review........................................................................................................................6
Tools to evaluate the NCLB Act.................................................................................................6
What were the drawbacks of the NCLB Act?.........................................................................7
Why was Every Student Succeeds Act (ESSA) needed to be legislated?...............................9
Methodology..................................................................................................................................10
Conclusion.....................................................................................................................................14
References......................................................................................................................................15

2EVALUATION PROPOSAL OF A PUBLIC POLICY
Abstract
Evaluation of a public policy is of utmost importance. Evaluation helps to understand and
interpret the policy better. Proper systematic evaluation of a policy helps to find out its merits
and demerits that are directly proportional to the impact of the policy on the targeted population
or group. The drawbacks or loopholes of the policy are highlighted by way of evaluation and
helps to ascertain whether a new policy is required to replace it. This paper strives to find out the
tools and standards to evaluate the drawbacks of the No Child Left Behind Act and the need for
its replacement with the Every Student Succeeds Act.

3EVALUATION PROPOSAL OF A PUBLIC POLICY
EVALUATION OF THE NO CHILD LEFT BEHIND ACT
Introduction
Summary of the policy
No Child Left Behind Act 2001 (NCLB Act) was a legislation of the US Congress which
was made to give effect to the Elementary and Secondary Education Act (Www2.ed.gov. 2018).
This Act grew out of the notion that the American education system was not competitive enough
in accordance to international standard. The Act focused on boosting the education for students
in special education, poor and minority children, and the new English learning students. The Act
made sure that the schools employ trained and qualified teachers and gave a strategic plan to hire
them (Elpus, 2014).
Thesis Statement
No Child Left Behind Act 2001 (NCLB Act) was an Act of the United States Congress to
reauthorize the Elementary and Secondary Education Act. The Act expanded the scope of law
providing that the states should introduce a system for school-accountability to be applied to the
students and public schools of the state (Www2.ed.gov. 2018). The civil rights advocates praised
the Act for its focus on improving the education for economically backward, disabled students
and new English learners in 2002. Additionally, the Act obliges the schools to employ qualified
and appropriate teachers and states to prepare a plan to hire the teachers. The schools were
required to take a step towards both setting and attaining proficiency goals by way of the
imposition of yearly progress checkpoints, as well as a system of organized consequences that