| The No Child Left Behind Act (NCLB) has been | | | | maintain that the reason for success in Chicago |
| making progress in the Chicago Schools just as | | | | Schools has been the slow progress and the |
| advocates of the initiative planned. Students who | | | | refusal to engulf any individual school with transfer |
| were transferred out of their failing schools have | | | | students. |
| been replaced and settled into new Chicago | | | | The benefits of this act were felt by all. Even the |
| Schools. Based on test scores, the indications are | | | | students who remained in their struggling schools, |
| that an improved learning environment for these | | | | opting not to take advantage of the transfer |
| students was much needed and has enhanced | | | | spots, still experienced improvement once their |
| their scores considerably. Even the unprecedented | | | | peers had switched schools. These results indicate |
| effects have been positive in Chicago Schools. By | | | | that student population and individual attention are |
| transferring struggling students to well-performing | | | | closely tied into school and student success. In |
| schools, there was some anticipation that there | | | | Chicago Schools before the transfers began, |
| would be disruption among the successful | | | | students read at a level 24% below national |
| students; however, these worries were | | | | average. Afterward, students read at a level 8% |
| unfounded as the struggling students also made | | | | above national average. Additionally, in the area of |
| great strides of progress. | | | | mathematics, students before the transfers |
| Many Chicago Schools were declared unfit in 2002 | | | | performed at a level 17% below national average. |
| when the No Child Left Behind initiative first took | | | | And thereafter, they performed at a level 8% |
| hold. This meant that multitudes of students were | | | | above national average. The statistical information |
| suddenly eligible for transfer from their current | | | | yields impressive progress of the past five years |
| school into more successful, academically | | | | in Chicago Schools. While critics still have concerns |
| established institutions. Over 700 students went | | | | over mandatory testing, they are largely |
| on to permanently change their school residence. | | | | appreciative of the improvements. |
| Many feel that the tracking of these students is a | | | | In the future for Chicago Schools, however, a |
| definite answer to the question of success in the | | | | dark cloud does hang above the district. The |
| nation wide reform: yes, NCLB can and has been | | | | Chicago Schools are attracting the top teachers |
| successful in Chicago Schools. Although it has | | | | from the top schools with the highest degrees; |
| taken five years, proponents say that data and | | | | unfortunately, these model teachers are precisely |
| evidence of improvement exists. | | | | the kind most likely to leave the schools in five |
| The only discrepancy seems to lie in the number | | | | years time. A study has recently shown that new |
| of students allowed to transfer in Chicago Schools. | | | | teachers from selective schools or with masters |
| District officials initially allowed a mere fraction of | | | | degrees are the most likely to leave their school |
| the students vying for transfer to be considered | | | | districts after five years. There is admittedly |
| for the openings. And as the years roll on, the | | | | some worry that this will create future problem in |
| number of positions in high-ranking schools is | | | | Chicago Schools. |
| dwindling even further. Chicago Schools' officials | | | | |