How We Got To CRT: No Child Left Behind Deconstructed Shows 20 Years Of Misery And A 32 Billion Dollar Mistake

The national craze to fix the public craze is not a new pursuit; since there have been public schools, there have been problems with public schools and parents organizing to win over school officials to shift things to their favor.

Before schools were nationalized, control over schools was a lot more local, and parents and taxpayers had a lot more control over things than they have now.  The most historical changes in who controls everything from the curriculum to the funding of public schools came in 2001, under Republican President George W. Bush, who ushered in a new law called No Child Left Behind.

At the time, Conservatives were not happy about the nationalization of schools because it meant giving the Government too much control over the local level, basically removing the power of representation from voters.  At the time, many parents accurately predicted that giving the government more power and control would lead to corruption, unhappy parents, and poorly educated children.

The Homeschooling movement up until 2001 was quite small. When Bush opened the door to the Hell we are in now, parents started cutting their losses and heading toward the exits.


The No Child Left Behind cost America 32 Billion dollars in 2001 to hand schools over to the federal government as a massive moneymaker for themselves.

From a 2001 NCLB Manual, you will see why realistic people about the government ran away.  At the time, people were desperate to feel good about schools and to hear that their children would be on a “global level,” and only the federal government could provide that sort of instruction.  So people threw their individual rights over the schools into the garbage and asked the government to take over the schools.

Consider what the government said (page 1):

No Child Left Behind —The Law That Ushered in a New Era The No Child Left Behind Act of 2001 (No Child Left Behind) is a landmark in education reform designed to improve student achievement and change the culture of America’s schools. President George W. Bush describes this law as the “cornerstone of my administration.” Clearly, our children are our future, and, as President Bush has expressed, “Too many of our neediest children are being left behind.”

With the passage of No Child Left Behind, Congress reauthorized the Elementary and Secondary Education Act (ESEA)—the principal federal law affecting education from kindergarten through high school. In amending ESEA, the new law represents a sweeping overhaul of federal efforts to support
elementary and secondary education in the United States. It is built on four common-sense pillars: accountability for results, an emphasis on doing what works based on scientific research, expanded parental options, and expanded local control and flexibility.

What No Child Left Behind Does for Parents and Children Supports learning in the early years, thereby preventing many learning difficulties that may arise later Children who enter school with language skills and pre-reading skills (e.g., understanding that print reads from left to right and top to bottom) are more
likely to learn to read well in the early grades and succeed in later years. In fact, research shows that most reading problems faced by adolescents and adults are the result of problems that could have been prevented through good instruction in their early childhood years (Snow, Burns, and Griffin
1998). It is never too early to start building language skills by talking with and reading to children. No Child Left Behind targets resources for early childhood education so that all youngsters get the right start.

Provides more information for parents about their child’s progress Under No Child Left Behind, each state must measure every public school student’s progress in reading and math in each of grades 3 through 8 and at least once during grades 10 through 12. By the school year, 2007-2008, assessments (or testing) in science will be underway. These assessments must be aligned with state academic content and achievement standards. They will provide parents with objective data on where their child stands academically.

Consider what actually happened; people started to leave.


According to NHERI (National Homes Educational Research Institute):

Big Growth in Homeschooling Indicated This “School YearThe Context for Big Growth in Homeschooling Indicated

Homeschooling has been gradually and notably growing for decades, but new evidence points to big growth in homeschooling being indicated for this “school year.”

What is a “school year”? For tens of thousands of homeschoolers, learning is year-round. Dates and weather do not stop teaching and learning in the real world. Nor in the world of many homeschool families. But most people in the United States think of the institutional or conventional school year, September through May, as the school year because they themselves were institutionalized while growing up. It is all that they know.

Whether learning is 365 days per year, or only 180, homeschooling grew to engage around 2.5 million K-12 students and their just over 1 million families during the past year. What might the homeschool population be one month from now?


Through the experiences of spring 2020, millions more parents came to realize that they do not need (a) government-controlled teacher certification, (b) $12,000 per child per year of their neighbors’ taxes, (c) professors of schools of education teaching, training, and indoctrination of school teachers, and (d) “expert”-created institutional school curriculum, and their children do not need to be with 25 peers of about the same age all day long, five days per week to be successful learners, happy, and sociable.

These parents and children’s experiences have confirmed what over 35 years of research has shown regarding parent-led homeschooling. The scholarly research base has shown that homeschool students’ academic performance, social and emotional development, and success in adulthood are, by and large, above average compared to that of their institutionally schooled peers (Murphy, 2014; Ray, 2017).

Another national survey that gives new and detailed insights about Americans and their thoughts on homeschooling was released (EdChoice, 2020). These researchers found the following:

  • Parents not homeschooling before the pandemic are more likely to favor homeschooling (43% more vs. 28% less).
  • “More than half of black parents (53%) said they have a more favorable opinion of homeschooling as a result of the pandemic.”
  • “Black and Hispanic parents appear more likely than white parents to want to homeschool their child(ren) next school year.”
  • Finally, 23% of parents who were not homeschooling before the pandemic indicated that they are “very likely” to do so full time or part-time on their own, and another 35% said “somewhat likely.”

Looking over No Child Left Behind promises, the government was taking a massive amount of money to fund their programs, ones they promised the public was going to love. Children would benefit from it, and 20 years later, the country is divided. Children are at the mercy of parents fighting, teachers worried about getting yelled at, school board members exhausted and frustrated, and parents dismayed.

That is except for the parents who left the schools a long time ago and did things their own way. There is hardly a need that a person has that the US Federal Government is really going to fix up for anyone when people learn that the better off they will be.





The post How We Got To CRT: No Child Left Behind Deconstructed Shows 20 Years Of Misery And A 32 Billion Dollar Mistake appeared first on DJHJ Media.

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Author: Kari Donovan

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