The Sand Creek Massacre

The Sand Creek Massacre Although the American general public in the 1860s believed that Native American Indians were nothing more then savages, there are a few cases where the general public were sympathetic to Native Americans. The Sand Creek Massacre is the most public example of where the United States government mistreated Indians, as well as an ideal example of where the public was outraged at the handling of Indians. The Sand Creek Massacre occurred on the 29th of November 1864 forty-two miles away from Fort Lyon Colorado, on this day friendly Cheyenne and Arapahoe Indians were attacked by a group of Colorado militia led by a man called Colonel John Chivington. (History.com, n.d.) The Sand Creek Massacre was a horrific tragedy in which many terrible war crimes were committed. Important People Colonel Chivington is one of the most prominent figures of the Sand Creek Massacre. Colonel Chivington was the commanding officer of the Colorado Militia. Chivington was born in 1821; he later became a Methodist minister in 1844 who preached against slavery. When the Civil War started he signed on for a fighting commission, in 1862 Chivington had worked his way to the position of Major in the Colorado Volunteer Regiment. He was herald as a military hero for his role in battle of Glorietta Pass. (THE WEST, 2001) Tensions between whites and Indians were approaching its climax in the middle of Chivington political career. He openly opposed the idea of having peace talks with Native Americans. (THE WEST, 2001) Chivington was a known bigot, who was known to have said I have come to kill Indians, and believe it is right and honorable to use any means under Gods heaven to kill Indians. (A Closer Look, 2002) In August of 1864, he declared that the Cheyennes will have to be roundly whipped or completely wiped out before they will be quiet. I say that if any of them are caught in your vicinity, the only thing to do is kill them. (THE WEST, 2001) On November 29 of 1864 Colonel John M. Chivington lead a group of Colorado Militia of around 700-750 to attack the peaceful Cheyenne and Arapaho Indian reservation, that had approximately only 500 men, women, and children. (Documents on the Sand Creek Massacre, 1864-1865) Colonel Chivington, in the interrogation by the Joint Committee on the Conduct of the War had reported that there were about eleven (11) or twelve (12) hundred Indians: of these about seven hundred were warriors, and the remainder were women and children. (U.S., Congress, House of Representatives, 1865) When Chivington was questioned by the Committee on the Conduct of the War about the number of Indians killed including women and children killed he responded by saying I judge there were five hundred or six hundred Indians killed, and From all I could learn, I arrived at the conclusion that but few women or children had been slain. (U.S., Congress, House of Representatives, 1865) However the actual numbers are more likely around 105 women and children and 28 men, as well as mutilating the dead and wounded. (A Closer Look, 2002) Chivington was asked for what reason did he commit the attack and what led he believe that Black Kettles Cheyenne Indians were aggressive towards whites. To wh ich he replied My reason for making the attack on the Indian camp was, that I believed the Indians in the camp were hostile to the whites. That they were of the same tribes with those who had murdered many persons and destroyed much valuable property on the Platte and Arkansas rivers during the previous spring, summer and fall was beyond a doubt. (U.S., Congress, House of Representatives, 1865) In his testimony, Chivington was asked if he had any reason to suspect that Black Kettle and the Indians with him had been peaceful. Chivington responded by saying I had no reason to believe that Black Kettle and the Indians with him were in good faith at peace with the whites. (U.S., Congress, House of Representatives, 1865) This is in fact a boldfaced lie because several witnesses testified that Captain Soule and Lieutenant Cramer led a large contingency of Fort Lyon soldiers that confronted Chivington and told him that Black Kettle had surrendered. (U.S., Congress, House of Representatives , 1865) Eventually Chivington was court marshaled for his part in the massacre, nothing came of it because he was no longer part of the Army, and hence no charges were ever made. He did however lose his military and political power in Colorado, he moved back to Ohio where he attempted to run for a state legislature seat but was quickly shut out. He then moved to Denver where he became a deputy sheriff until his death in 1892. (THE WEST, 2001) Black Kettle was the Chief of the Southern Cheyenne. Black Kettle lived on an enormous area of land that reached from western Kansas to eastern Colorado which was given to the Indians on the conditions of the signing of Fort Laramie Treaty of 1851. The 1851 Fort Laramie Treaty defined territory for each tribal group in order to end intertribal rivalry and it permitted travelers and railroad workers on the Platte River Road. (Nd.gov,) However this treaty was broken after the discovery of gold at Pikes Peak in 1859. Instead of removing the unlawful settlers, the U.S. government forced the Southern Cheyenne to sign a new treaty forfeiting most of their lands, with the exception of the Sand Creek reservation. Even though the Sand Creek reservation was inhabit, not able to grow crops and not close to any herds of buffalo, Black Kettle was fearful of the United States Massive Military power and what would happen if they refused. Due to the lack of food and supplies, younger male Indians started to raid settlers and wagon trains. In the spring of 1864 a Colorado Militia group attacked a group of peaceful Cheyenne Indians. This horrid incident sparked Indian uprisings all over the Great Plains region. Black Kettle knowing that even with the Civil War going on the whites still had a vastly superior military power, so in order to secure his tribes survival, Black Kettle went to Fort Weed, Colorado, where he was promised th at his tribe would be safe as long as they stayed on the Sand Creek reservation. (Black Kettle, 2001) Colonel Chivington however, attacked the Sand Creek reservation, by some miracle Black Kettle and his wife both survived the attack. Even having lived though the carnage at Sand Creek he continued to advocate peace with the U.S. After being moved to another reservation, Black Kettle signed the Medicine Lodge Treaty of 1867, which moved his people onto two smaller reservations in modern day Oklahoma. History tends to have a way of repeating itself. On the 27th of November 1868, just two days shy of the fourth anniversary. On this fateful day Lieutenant Colonel Custer attacked Black Kettles village and both Black Kettle and his wifes luck had run out and they were killed. (Black Kettle, 2001) The Battle of Sand Creek The Battle of Sand Creek, as the Rocky Mountain News called it, was stated that it was Among the brilliant feats of arms in Indian warfare, the recent campaign of our Colorado volunteers will stand in history with few rivals, and none to exceed it in final results. (Rocky Mountain News, p.1) Although Colonel Chivington portrayed the attack on the Sand Creek reservation as a battle in which there were, at the time of the attack, about eleven (11) or twelve (12) hundred Indians: of these about seven hundred were warriors (U.S., Congress, House of Representatives, 1865). However in truth there were only about 500 men, women and children according to John Smith in the village. (Smith, 1865) The Indians were in fact peaceful and tried to surrender. When the Indians first saw the soldiers, they rushed to go and get the United States Indian interpreter and special Indian agent John S. Smith who was stationed in the village in order to get intelligence on the Indians. Black Kettle ran this American flag up to the top of his lodge, with a small white flag tied right under it, as he had been advised to do in case he should meet with any troops out on the prairies. (Smith, 1865) That is a crystal clear picture of a peaceful group of Indians, the white flag of truce or peace is a near universal symbol. Regardless of this the soldiers attacked with artillery and then foot soldiers swept the Creek bed, killing every Indian they could find, often hunting down fleeing children. Kill them big and small, (Smith, 1865) Chivington was reported saying. After six hours, about 150 Indians, a quarter of the camps population, lay dead. The soldiers took three prisoners, all children. A doze n soldiers were killed, some apparently by friendly fire in the frenzy. (Smith, 1865) Much less then what Chivington who estimated that between three and four hundred of the savages got away with their lives, and taking into account the huge exaggeration of about eleven (11) or twelve (12) hundred Indians: of these about seven hundred were warriors at the camp. (U.S., Congress, House of Representatives, 1865). Atrocities The Sand Creek Massacre was packed full with scores of despicable atrocities. The Sand Creek Massacre in itself was horrific, more women and children were killed then actually warriors. Out of 150 dead Indians more than 70 percent were women and children. Seventy dead bodies lying there; the greater portion women and children. There may have been thirty warriors, old and young; the rest were women and small children of different ages and sizes. (Smith, 1865) This was said by John Smith a Native American interpreter in his congressional testimony. Furthermore there was massive mutilation to the corpses of the deceased Indians. In John Smiths testimony he declared I saw the bodies of those lying there cut all to pieces, worse mutilated than any I ever saw before; the women cut all to pieces. (Smith, 1865) When asked how they were cut? Smith replied With knives; scalped; their brains knocked out; children two or three months old; all ages lying there, from sucking infants up to warriors. (Smith, 1865) Even Mr. Smith half-breed son was not spared, even though several officers thought that the kid could be handy as a translator and guide. (Smith, 1865) Those are the more extreme, of course there was the usually spoils of war, or looting depending on who you ask. The Repercussions The Sand Creek Massacre forced the United States government to reconsider the treatment of Native Americans. Many members of congress started to look into the mistreatment of Indians and stated To maintain peace with the Indian, let the frontier settler treat him with humanity, and railroad directors see to it that he is not shot down by employees in wanton cruelty. In short, if settlers and railroad men will treat Indians as they would treat white men under similar circumstances, we apprehend but little trouble will exist. (New Directions, 1868) After the Sand Creek Massacre there were two major conflict category events that involved Indians happened, the Battle of Little Big Horn and the Wounded Knee Massacre. Many people in the United States do not know that the Sand Creek Massacre was a major turning point in the treatment of Native Americans. This is due to the Civil War that was in full swing at this point in time. Because of the Civil War the Indian problem, this is including the treatment and the general racism against Indians, took a backseat in favor of the issue of racism towards African Americans. The Sand Creek Massacre brought the issue of Indian mistreatment to Congresses front door. Sand Creek massacre History.com This Day in History 11/29/1864. (n.d.). History.com History Made Every Day American World History. Retrieved December 5, 2012, from http://www.history.com/this-day-in-history/-sand-creek-massacre (History.com, n.d.) PBS. (n.d.). PBS THE WEST John M. Chivington. PBS: Public Broadcasting Service. Retrieved December 5, 2012, From http://www.pbs.org/weta/thewest/people/a_c/chivington.htm (THE WEST, 2001) Davis, S. L. (n.d.). Sand Creek Massacre: A Closer Look. BUFFALO SOLDIERS INDIAN WARS . Retrieved December 5, 2012, from http://www.buffalosoldier.net/SandCreekMassacre.htm (A Closer Look, 2002) Great Battle With Indians! The Savages Dispersed! 500 Indians Killed Our Loss 9 Killed, 38 Wounded Full Particulars, . (1864, December 14). ROCKY MOUNTAIN NEWS, p. 1. (Rocky Mountain News, p.1) Broadcasting Service. (n.d.). PBS THE WEST Documents on the Sand Creek Massacre (1864-1865). PBS: Public Broadcasting Service. Retrieved December 5, 2012, from http://www.pbs.org/weta/thewest/resources/archives/four/sandcrk.htm (Documents on the Sand Creek Massacre, 1864-1865) U.S., Congress, House of Representatives (1865) Massacre of the Cheyenne Indians, (Report on the Conduct of the War, 38 Cong., 2 sess.,p.101-108) Washington, DC: Government Printing Office, 1865 Retrieved from http://www.kclonewolf.com/History/SandCreek/sc-documents/sc-2JCCW.html (U.S., Congress, House of Representatives, 1865) Tribal Historical Overview The 1851 Fort Laramie Treaty. (n.d.). ND Studies. Retrieved December 5, 2012, from http://www.ndstudies.org/resources/IndianStudies/standingrock/1851treaty.html (Nd.gov, ) Broadcasting Service. (n.d.). PBS THE WEST Black Kettle. PBS: Public Broadcasting Service. Retrieved December 5, 2012, from http://www.pbs.org/weta/thewest/people/a_c/blackkettle.htm (Black Kettle, 2001) Congressional Testimony of Mr. John S. Smith. (1865, March 14). UH Digital History. Retrieved December 5, 2012, from http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=3psid=1150 (Smith, 1865)

Commentary on the poem “Barbie Doll” by Marge Piercy Essay

The poem â€Å"Barbie Doll† deals with the life of a girl who had a plastic surgery. It is divided in four paragraphs which describe the life of the girl chronological. Describing the childhood of the girl the first chapter of the poem wants to emphasize how early girls are pushed into the role of motherhood and femininity. The girl’s first presents are dolls which are able to urinate (â€Å"†¦and presented dolls that did pee-pee†). Those dolls are the first confrontation with her later task of being a mother. Furthermore she gets a miniature oven which is connected to her later task of working in the kitchen (â€Å"†¦and miniature GE stoves and irons†). I addition to that she gets her first beauty products. (â€Å"†¦ and wee lipsticks the color of cherry candy†) This is her first confrontation with beauty and sexuality. Those presents push the girl into a role which connects femininity with motherhood, domesticity and beauty. The peot starts giving reason for her plastic surgery already in the first paragraph. After adopting this role the girls is very offended when a classmate called her ugly (â€Å"†¦You have a great big nose and fat legs.†)This is a very important sentence of the poem because this is the main reason for her plastic surgery. The second paragraph shows that the society pushed her succseful into the role of a stereotype woman. Therefore she has a quite low self-estimate because she does not fit this steriotype. She is a healthy intelligent girl but she keeps on apologizing for her outer appearance because she does not fit the stereotype of a beatiful woman ( â€Å"She was healthy, tested intelligent†¦Ã¢â‚¬ ;†She went to and fro apologizing†;†possessed strong arms and back†). Furthermore she has a abundant sexual drive, which is not satisfied in her opinion because of her outer appearance (â€Å"†¦abundant sexual drive and manual dexterity.†)The last line of the second paragraph is irony. It does not say how she is seen by the rest of the world but how she sees her self (â€Å"Everyone saw a fat nose on thick legs†). This sentence is connected to the last sentence of the first paragraph. It shows how she adopted her classmates point of view about her body. T his emphasizes her very low self-esteem. The third paragraph emphasizes her efforts to become beatiful and sexual satisfied. The first sentence of this paragraph shows what she’s told to do in order to satisfie her abundant sexual drive. (â€Å"She was advised to play coy, exhorted to come on hearty, exercise, diet, smile and wheedle.†) Using imagery of a turning off fan belt the poet emphasizes how fast this efforts achieved the oppsite ( â€Å"Her good nature wore out like a fan belt†) Her last effort is to have a plastic surgery. († So she cut of her nose and her legs and offered them up†). Using this kind of formulation ( â€Å"†¦ cut off†¦offered them up†) this plastic surgery sounds like a sacrificial offering. And it is meant to sound like that because it is an offering to the society. She offers her own body in order to please other people. The last paragraph shows her achievments of her efforts and that she is still not happy. The first sentence describes how close she looks to the stereotype. She really is a symbol for beauty now. († †¦ a turned up putty nose, dressed in a pink and white nightie†) In her opinion everybody sees her as a beautiful woman now. But the poet put a question mark in that sentence because beauty is still a question of taste. She will never make everybody happy! († Doesn’t she look pretty? Everyone said.†). With her new beauty she gets sexual satisfied ( â€Å"Consummation at last.†) Finishing the poem with a ironic sentence the poet wants to show that she is not necessarily happy now . († To every woman a happy ending†) Furthermore she adopts the girl’s story to the rest of the female world in order to convey that plastic surgeries are not necessary. And they do not necessarily make you happy because it is not good to give up the own body in order to fit in any kinds of stereotypes.

Impact of Socio Economic Condition on Academic Achievement of Students

Research Proposal On Impact of Socio Economic Condition on Academic Achievement of Students Introduction Education provides individual children with the knowledge and skills necessary to advance themselves and their nation economically. Socioeconomic factors, such as family income level, parents' level of education, race and gender, all influence the quality and availability of education as well as the ability of education to improve life circumstances. (Jennifer, 2005).A person’s education is closely linked to their life chances, income, and well being. Therefore, it is important to have a clear understanding of what benefits or hinders one’s educational attainment (Barry 2005). Socioeconomic status (SES) is often measured as a combination of education, income, and occupation. It is commonly conceptualized as the social standing or class of an individual or group. When viewed through a social class lens, privilege, power, and control are emphasized.Understanding the ef fects of socioeconomic status on academic performance is important in determining effective and valid testing for students. Determining the correlation between these two variables is important for all educators to understand, so that all students can achieve to their academic potential. Finding the correlation between academic performance and socioeconomic status can assist educators in determining instructional strategies that best fit each individual student (Brent, 2009).The issue of socioeconomic status and its relationship in the academic performance creates an emerging study in academic research. The link between the economic status of the family and its influence in the student’s pursuance for education is one of the issues that the educators are attempting to address. In public institutions all levels of students are getting chance to study according to their merit. After getting the scope to study in public universities, it is not a very easy task for all students to carry on their studies in present circumstances.According to statistical reports 23-25% students of public universities are come from those families which are living below the poverty line (Dr. Abdul Hai, 2009). Problem Statement The level of family income, what level of income a family is in, has the potential to influence a child's ability to perform from one extreme to the other. Parents with higher status often have more opportunities in preparing their young children for school because they typically have access to a wide range of resources in contrast to parents with lack of financial and social status.Parents with inadequate resources and limited access can negatively affect their young children’s development in learning (Eamon, 2005). In the other developing country, like Bangladesh which is a populous country, socio-economic status of a family is usually linked with the family’s income, parent’s educational level, parent’s occupation and the soc ial status of other relatives. This logic is said to create great parental influences on the student’s university performance (Okafor, 2007). The university effectiveness is also addressed in the determining the outcome of the students.This justification motivated to investigate the socio-economic condition of the parents and its impact on their children’s’ academic achievements in Department of Business Administration Literature Review We know that the link between a child’s socio-economic status (SES) and school achievement is real; it is a very tight link as such things go, and the link has existed for decades (Grant, 2005). The level of family income, what level of income a family is in, has the potential to influence a child's ability to perform from one extreme to the other.If a parent is financially able to clothe, feed and entertain their children it appears they should have all the support they would need to score well on exams. However on the fl ip side, if parents are not financially able to support their children with just the basic needs, it is possible that will have an effect on the child's scores as well(Ima,2008). Extensive   research   in   the   sociology   of   education   offers   conclusive   evidence   of   a   positive   relationship   between   family   socio? economic   status  (SES)   and   the   academic   achievement   of  students   (Sirin,   2005;   White,  1982).On this relationship, Bone (1981) studied and concluded that the students belong to the family of high socio-economic condition have effective academic achievements than students belong to poor family. Sirin (2005) conducted research and the result showed medium to strong relationship between socio-economic condition and academic achievements. The socio-economic condition of a family is an important factor which affects the learning achievements (Iqbal, 2012). According to Bon (1981) Socio -economic status can be measured in a number of different ways.Most commonly it is measured by parents’ education, occupation and income and the responsible factor is father, but sometimes mother’s education or occupation, family income resources or household possession are used, especially in combination. Whatever the measurement is the socio-economic status is positively correlated with both educational attainment and achievement. The socioeconomic background was founded and recognized from the wealthy and well-educated parents that can help to ensure the future of their children.Because of their influence, it is believed that the background of a student is favorable for their learning environment, better education, and good jobs. On the other hand, the children who have the low socioeconomic background are believed to lack in education and obtaining an opportunity in the future may be difficult. Because of the importance of family backgrounds in other countries, it is also referenced to be the major influence on the student school success. The relationships of the student environment have established many variables that can be direct or indirect in the student’s success (Okafor, 2007).Objectives The main aim of the study is to examine the impact of socio-economic condition of parents and its relationship with academic achievements of children. In order to provide the idea regarding the study, there are other objectives that should be considered. * To recognize the perceptions of the students regarding the family status and academic achievements. * To examine the impact of socio-economic condition of parents and its relationship with academic achievements of children. * And to suggest the other possible ways to increase the competitiveness of the academic settings.Methodology This study is an exploratory in nature. For exploring and explaining the impact of socioeconomic condition on academic achievement, the researchers apply both quali tative and quantitative method. To collect information we use various techniques like interview, observation. * Sources of data: The study will be based on both primary and secondary data. The respondents are the source of primary data and the literature (research reports, journals, articles, bulletins) related to the socioeconomic status will be considered as secondary sources of data. Population: Target population of the research is 350 students of Business department. Sampling procedure: As a sample technique we use probability sampling, because every member of the population has a known, non-zero probability of selection. All probability sampling are designed or based on selection criterion and among them we select stratified sampling, a probability sampling procedure in which simple random subsamples that are more or less equal on some characteristics are drawn from within each stratum of the population.Stratified sampling is of two types, proportional stratified sample and dis proportional stratified sample. For purpose of our study we use proportional stratified sampling, a stratified sample in which the number of sampling units drawn from each stratum is proportional to the population size of that stratum. We have stratified 350 students of Business department in seven batches and randomly select seven students from each stratum. * Sample size: The total numbers of sample is 49.All respondents will be selected for interview. Techniques of data collection Research data will be collected by using the techniques of interview. During the interview phase selected respondent will be formally invited to participate in the session. A convenient place of respondent will be fixed according to their yearning. Tools of data collection For collecting data the following tools will be used- * Interview schedule with open and close ended questions * Unit of analysis:Every student of the study will be the unit of analysis. * Respondents: The respondents will be selected on basis of following three criteria. Such as- * Who currently study in Business Administration Department * Those who are engaged on tuition for supporting their study * Those who live in the student hall or Boarding house Data processing and interpretation As result being conducted using the tools of interview schedule. So it will transcribe the data and carefully reexamine to minimized errors in the data.Collected data will be classified into different socio-economic characters. Analysis work after tabulation will generally based on the computation of various percentages. Researcher will use various statistical tools like regression analysis, correlation analysis and also dispersion for analyzing the data. References * Ahmad Iqbal (31 July, 2012), Relationship between parental socio-economic conditions and student’s academic achievements: A case of district dir, Timergara, Pakistan [online] accessed on 21 December 2012. Barry Jennifer (2005), The Effect of Socio-Economic Status on Academic Achievement [online] Accessed on 15 December 2012. * Blevins M Brent (2009), Effects of socioeconomic status on academic performance in Missouri public schools [online] Accessed on 15 December 2012. * C. R. Kothari (2005), Research Methodology: Methods & Techniques – Page: 95-122, used for collecting and analyzing the data. * Ima (November 2008), Socioeconomic Status and School Achievement [online] accessed on 20December 2012. * Okafor, P. (2007) A Case Study: Factors Contributing to the Academic Achievement of Low-Socio Economic Status Students in Anambra South County, Anambra State Nigeria[Online] Available at: http://patrickokafor. com/LeadingtoThesisProposal1. pdf [Accessed 01 December 2012]. * Thomas, J. , & Stockton, C. , (2003) Socioeconomic Status, Race, Gender, & Retention: Impact on Student Achievement [Online] Available at: http://www. usca. edu/essays/vol72003/stockton. pdf [Accessed 07 December 20102]. * William G. Zikmund (2010-2011), Business Research Methods – Page: 400-402, Stratified Sampling Technique.

Essay on The No Child Left Behind Act - 953 Words

President Bush quoted, â€Å"Clearly, our children are our future†¦Too many of our neediest children are being left behind† (www.ed.gov). The â€Å"No Child Left Behind† Act expands the federal government’s role in elementary and secondary education. The NCLB act was enacted January 8, 2002, and has four reform principles to the act: Accountability, flexibility, Researched-based reforms and parental options. Accountability begins with informed parents, communities and elected leaders so we can work together to improve schools. The states will measure the progress by testing every child in grades 3 through 8 in reading and math, states will implement fair and effective annual tests and Washington will provide funding to states to design and†¦show more content†¦As just one example, under the Choice provisions of NCLB, LEAs must allow transfers of students from poorly performing Title I schools to good schools, but Title I funding will not follow t hat student to the new school. NCLBs Choice provisions ignore such realities, suggesting that poorly performing students will somehow magically become good readers by moving to a school with good scores. The likelihood is that your previously successful school will find its average scores pulled down dramatically by the new arrivals. Since your schools performance is rated by disaggregating five sub categories of students and watching their scores, your school could rapidly decline into a poorly performing category, so much for reform. Improving student performance is ultimately a matter of improving the capacity of the system to deliver effective learning experiences to all students. Another problem with NCLB act is school choice, if a school fails two years in a row every single student has the right to go to another school. This creates a bigger student to teacher ratio, and gives students less individual time with the teacher. There is also Too little focus on social causes o f poor performance, despite decades of evidence that poor school performance is shaped in part by poverty, neglect and various social disadvantages, NCLB does little to alter those root causes. Anyone with a true commitment to turning around the performance of disadvantaged children wouldShow MoreRelatedNo Child Left Behind Act1621 Words   |  7 Pages The support for the No Child Left Behind Act plummeted down shortly after the act passed. Many people supported the act at first simply because they supported the goals of the act, once they saw the results, their opinions changed. One of the biggest arguments towards No Child Left Behind is that it is unfair. People believed the resources of difference schools were unequal, and thought the Title 1 funding that the schools received should go to ensuring all schools had equal resources. 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NCLB was meant to hold schools to higher standards, enforce accountability, and close achievement gaps that had existed in education since ESEA was enacted. Nevertheless, the rigorous standards and goals set forth under NCLB were never attained. ESEA Flexibility could