Analysis Of Sir Ken Robinson 's ' The Controversial No Child Left Behind Act Of 2001 '

Sir Ken Robinson's main point of his TED Talk is that school systems, worldwide, segregate the arts to a lower level of learning. This segregation of the arts in schools drains students of creativity.

Do Schools Kill Creativity? TED is a non-profit organization that serves to present ideas that are worth spreading through strong rhetoric and persuasive appeals. In his eminent Ted Talk, Sir Ken Robinson discusses how public education systems today disregard creativity as an important component within the academic growth of students. Robinson focuses on the importance of creativity by creating a variety of arguments, which persuades the audience to take action upon this heavily ignored issue. His use of pathos, ethos, and logos makes an entertaining case for creating an education system that nurtures rather than undermines creativity. Throughout his speech, Robinson emphasizes pathos by his use of humor and discussion of personal

When President George W. Bush signed the No Child Left Behind Act (NCLB) into law in 2002, the legislation had one goal-- to improve educational equity for all students in the United States by implementing standards for student achievement and school district and teacher performance. Before the No Child Left Behind Act, the program of study for most schools was developed and implemented by individual states and local communities’ school boards. Proponents of the NCLB believed that lax oversight and lack of measurable standards by state and local communities was leading to the failure of the education system and required federal government intervention to correct. At the time, the Act seemed to be what the American educational system

The present is always changing into a better future. There have been many jobs in the past that do not even exist now due to the presence of technology. Nowadays, technology has become a major part of our lives and created a huge change in this world, and gives an opportunity for children to enhance their creativity and adapt to change quickly. In Cathy Davidson’s article, “Project Classroom Makeover”, Davidson discusses how vital the process of unlearning is to students and present education system. Unlearning discourages students from learning in a fashion that has all the pre-set directions, and gives independence to students so that they can explore with creativity. The process of unlearning is quite beneficial as it gives an opportunity for contemporary America to enhance creativity, embrace change, and become more independant.

In 2004, coinciding with the conclusion of President George W. Bush’s first term in office, United States Secretary of Education, Rod Paige, released an essay depicting the successes of his administration. Paige’s department spearheaded the initiative sparked by the No Child Left Behind Act, a set of policies enacted to reform education and provide students with an improved degree of learning more suited to the evolving job market. Paige brings light to the findings of his administration, presenting what he considers to be evidence explicitly showing the successful nature of these programs. Through numerous faults with his argumentation and reasoning, however, Paige’s opinion on the outcome of said policies is highly debatable. To judge

Abernathy, Scott Franklin. No Child Left Behind and the Public Schools. U of Michigan P, 2007. eBook Academic Collection (EBSCOhost). In this eBook, Scott Franklin Abernathy, an Associate Professor of Political Science and a Distinguished Teaching Professor at the University of Minnesota, presents a balanced critique of No Child Left Behind (NCLB). Abernathy argues that all policy makers must ask themselves “Can we ever really know if a child’s education is good?”, rather than assuming any test can accurately measure the elusive thing called a good education. Along with strengths and weakness of NCLB, Abernathy also presents many new models that law makers have been seeking to replace or use

In 2002, the No Child Left Behind act, was made into a law by President Bush. The Act required states to develop assessments in basic skills, and to turn these assessments over to the government to receive funding for their school. This law implemented standardized test that all students needed to take. Many teachers felt that their teaching ability was being based off these test scores. Teachers should not be evaluated on their students performance on exams.

Education has tarnished the idea of an original thought and has caused us to “grow out of creativity.” An idea that I am now convinced is a possible reality due to the intellectual, thought-provoking argument made by Sir Ken Robinson that schools do restrain creativity. In Sir Ken Robinson’s TED talk “Do Schools Kill Creativity?” Robinson argues that schools do kill creativity by addressing his audience in a sophisticated yet playful tone that keeps the audience entertained and invested in what is being discussed. Robinson connects with the audience by telling jokes, using simple reasoning, facts, and personal stories that allows the audience to be emotionally moved by the argument. Robinson is able to open up the audience to a reasonable idea with only one reasonable solution, and it just so happens to be his. Obviously, a bit biased, Robinson steers clear of self-promotion by recalling stories of other’s accounts and relating to people as a professor instead of a person.

The purpose of this paper is to address the Every Student Succeeds Act (ESSA) which was signed into law by President Barack Obama in December 10, 2015. The paper will also address the No Child Left Behind Act (NCLB) which was signed into law by President George W. Bush in 2002. The paper will talk about some of the key components of ESSA in comparison with NCLB and identify some possible strengths and weaknesses in ESSA’s new approach.

Data-driven instruction means teaching needs to be based on data. The No Child Left Behind Act holds schools and districts responsible for student’s achievement, which implemented schools to collect, store, and manipulated data to modify the instructions. Teachers are held responsible for student reaching their goals. The teacher is able to show improvement by using the data that is collected. In attention, the teacher is about to use the data to show improvement. The data could also be used to modify instructions. The teacher is able to use the collected data to modify instruction to meet the students’ needs. For example, if the teacher is collecting

Control of the public education system has been left to the State for most of the country’s history, it was not until the 1950’s that the federal government played a role in categorical programs, but the national government refrained from involvement in academics until the 90’s. Three days after taking up his position in office, George Bush announced his plan for the No Child Left Behind act (NCLB) which was a consolidated reform of the 1962 Elementary and Secondary Education Act or ESEA (McGuinn, p. 1). ESEA focused on providing resources for the underprivileged students, whereas the NCLB act focuses on all students in public schools. On January 8, 2002, the No Child Left Behind act was enacted. The

The No Child Left Behind Act “NCLB” was a bill passed by the Senate in 2001 and signed into law by President George W. Bush on January 8, 2002. It was a revision of the Elementary and Secondary Act “ESEA” of 1965 by President Lyndon Johnson. The NCLB was intended to help children in lower-income families achieve the same standard of education as children in higher income families. This was done by the federal government providing extra finances for Title I schools in exchange for a rise in academic progress. According to Fair Test, if a state wanted to receive funding through the NCLB, the state had to set a proficiency level through standardized testing in grades 3-8 and once in high school, and report those scores to the public (Fair Test). The NCLB act had a goal of reaching 100% proficiency in all schools by the end of the 2014 academic school year This goal would mean a dramatic change in the schooling system and how we look at and treat education. Not only would the students be affected nationwide, but so would teachers and schools. But should the government and politicians be allowed to govern what is being taught in our children’s classrooms instead of their teachers? Although the intentions of the NCLB Act were noble and for the benefit of all, good intentions don’t make for a good education.

The United States Constitution is silent on the role of the federal government in public education. Thus, each state and locality has assumed the responsibility of educating their children. The role of the federal government is largely to support the states in this extremely important endeavor, as long as each state does their job effectively. Several events, such as Sputnik and the A Nation at Risk report, have led to the federal government increasing their role in public education. The disparity in the quality of education among states and deficiencies in equitable learning among sub groups has amplified the involvement of the United States government in public education. This trend reached its ' climax with the implementation of the No Child Left Behind (NCLB) Act of 2001. Over a decade has passed since the full implementation of this landmark legislation and many involved in education and pondering the true success of the program. Has the NCLB agenda improved the quality of learning in America or created a culture of failure that is hindering the efforts of educators?

The No Child Left Behind Act (NCLB) was passed in 2001.This law mandates that all students are required to have access to the general education curriculum and participate in accountability testing. Specifically “all students with disabilities should have access to, participate in, and make progress in, the general curriculum,” (Ayres, K. M., Lowrey, K. A., Douglas, K. H., & Sievers, C., 2011). The Individuals with Disabilities Act (IDEA) of 2004 ensures students with disabilities have access to a free and appropriate public education (FAPE), meaningful, and in the least restrictive environment. There is a huge disconnect between implementing both laws because NCLB holds stakeholder’s accountable for teaching students with severe disabilities from the general curricula but on the other hand IDEA mandates students learn from an individualized curricula that support their post- secondary needs.

The role of the federal government in setting education policy increased significantly with the passage by Congress of the No Child Left Behind Act of 2001, a sweeping education reform law that revised the Elementary and Secondary Education Act of 1965. "Federal policy has played a major role in supporting standards-based reform since the passage of the Improving America's Schools Act (IASA) of 1994. That law required states to establish challenging content and performance standards, implement assessments…hold school systems accountable…" (Goertz, 2005, pg. 73)