Essay On No Child Left Behind

No Child Left Behind: DÉJÀ VU FOR ADMINISTRATORS?). Most notably, the report led to comprehensive school reform efforts, was the impetus for the academic-standards movement, drew attention to the significance of

Following the signing of the No Child Left Behind Act in 2002, it has not only sparked fear in students but teachers as well. High stakes testing has taken a toll on student creativity and achievement as well as the closing of schools and termination of teachers and administrators. In 2011 Secretary of Education Arne Duncan stated that “82 percent of schools could be failing by the end of 2012” (US News, 2013). Proponents of testing such as taxpayers and parents approve of this process as it increases accountability of the schools and teachers.

‘Employing a qualitative methodology, underpinned by a constructivist world view, has provided the means to generate rich, deep and contextualised understandings of the research issue, and an appreciation of the socially constructed and experienced realities of the participants.’ (Highfield 2012)

“Unintended Educational and Social Consequences of the No Child Left Behind Act” Journal of Gender, Race and Justice, no. 2, Winter 2009, pp. 311. EBSCOhost. In this peer-reviewed academic journal article, Liz Hollingworth, an associate professor in the College of Education at the University of Iowa, explores the history of school reform in the United States, and the unintended consequences of No Child Left Behind (NCLB). Hollingworth states that the great promise of NCLB is that schools will focus on the education of low-achieving students, reducing the gap in student academic achievement between White students and African-American, Hispanic, and Native American student populations. Hollingworth states that an unintended consequence of NCLB was that teachers and school administrators had to shift curriculum focus in an effort to raise test scores, but in some cases, they had to also abandoned thoughtful, research-based classroom practices in exchange for test preparation. NCLB also affected teachers, highly qualified teachers left high-poverty schools, with low performance rates especially those schools where teacher salaries are tied to student academic performance. Hollingworth concludes her article by stating “we need to be wary of policy innovations that amount to simply rearranging the deck chairs on the

The American public educational system is filled with an assortment of problems. Most students are graduating with less knowledge and capability than similar students in other industrialized countries. Classroom disruptions are surprisingly common, and in some classrooms, nearly continuous. The public education system is having difficulty adjusting to the no child left behind act. The No Child Left Behind(NCLB) is a landmark in education reform designed to improve student achievement and change the culture of American’s schools.

The No Child Left Behind act emerged as a result of a massive increase in the costs of schools, while failing to show an improvement in their students performances. (Paterson 32) Since these standardized test have been in effect teachers have been judged off them. The problem is that

No Child Left Behind, one of the biggest social engineering projects of our time, put fifty million students and their three million teachers under pressure ("A Failing Grade for No Child"). On January 8, 2002, President George W Bush’s NCLB Act was signed into law. NCLB is an education reform bill created to narrow the racial achievement gap. Recently, NCLB has made its way back into the news, simply because it has been up for renewal for over four years now and nothing has happened. This is significant because NCLB dictates how students are educated. NCLB has already affected student learning for many years now, and if renewed, it will continue to do so. The NCLB Act has failed in its mission to improve our schools and narrow the racial achievement

Effective practice involves children being able to get as much support possible, from the practitioners and other professionals, in order for them to achieve the Early Years Goals in the EYFs. For this to happen the practitioners will need to plan many activities revolving around the children’s individual needs and have many opportunities available in the setting for the children to develop their learning and development. Practitioners will also have to work in partnership with the children’s parents/carers as they are the ones that know their children best. A method that can be seen in most setting is a Home Dairy that is given to each child’s parent/carers. The idea of it is that when a child is in setting the practitioner is able to write what the child has done during that day (e.g. what they had for snack, what they play with or what activities they were involved in etc.) which then the parents/carers are able to see when the child goes home and if the parents/carers have any concerns they are able to write in the dairy and the practitioners

The article discusses how teachers are discovering that the No Child Left Behind idea is flawed, developmentally unfitting, lacking funding, and leaving more students, educators, and schools behind before the bill was passed. Later the article presents a short history about educational testing, investigates the argument of teaching to the test, and focuses on subgroups of school populations that are negatively affected by No Child Left Behind bill, distinctively students from low socioeconomic backgrounds, minorities, second-language learners, and students with special needs.

In 2005 Public Education Network conducted a survey asking about different aspects of No Child Left Behind. 67% of the people surveyed said No Child Left Behind requires too much testing for students and only 16% thought the amount of testing was “just right.” When asked, what provisions are essential to closing the achievement gap between children of various groups, the aspects that people thought were most important were tutoring, adequate funding and

In 2002, then-president George W. Bush realized that the Elementary and Secondary Education Act of 1965 had been under much controversy since it played an insignificant role in reconstructing the performance of learners. In order to fill the loopholes in the ESEA, congress implemented the No Child Left Behind Act, which increased the federal role in the educational system in the country. In hopes of bridging the performance gap that had existed for students of low socioeconomic status, the act increased the responsibility of educators and schools.Within this essay, I shall be focusing on how the No Child Left Behind Act does the opposite of what it claims to achieve. The systematic use of testing as a powerful mechanism for decision making

Our group is interested in discovering if benefits exist from the two educational policies, “Every Student Succeeds Act” and the recent “No Child Left Behind Act”. Specifically, we want to know if standardized testing is the best way possible to determine if the federal government is providing high quality education to our nation. We know that standardized testing is a major component of both these policies, and we want to understand how standardized testing works within these policies. Furthermore, we want to discover if an alternate method to determine educational success exists within these certain educational policies.

The last century in American history has yielded educational reforms, federal legislations, school improvement plans and interventions, which consistently influence best practices in school systems. After the report, A Nation at Risk (1983), the federal Elementary and Secondary Education Act (ESEA) of 1965 was reauthorized in 2001 as the No Child Left Behind (NCLB) Act (U.S. Department of Education, 2001). This reauthorization was a call to attain educational equality for all American students and to lessen the achievement gaps between and among ethnicity groups, children of poverty, and disabled populations (U.S. Department of Education, 2001). Additionally, because of this increased scrutiny of student performance, other classification categories emerged such as gender.

In an attempt to create educational reform, pieces of legislation like the No Child Left Behind Act (NCLB) have been passed with the hopes of making schools “accountable” to the children within their walls. Although this piece of legislation was eventually overturned its effects are still being felt within Americas public schools and it is estimated that this generation will be less literate than their precursors (Kohn). Although well intentioned, the NCLB failed schools, teachers, and most importantly students all as a result of one key aspect of the law: high-stakes testing. According to the No Child Left Behind act, all states are required to give standardized tests to their students in the hopes of holding teachers accountable for their scores and ensuring all students become “proficient.” These tests have come to determine whether or not students can graduate, how and what teachers teach, as well as how much funding a school will receive. High-stakes tests can make or break a school, but with all this pressure are kids really showing sizable gains in areas like math, science, or reading? The answer is no and time and time again

This essay will be analysing the most effective pedagogic principles for teaching in the early years or reception class. It aims to make available an improved understanding of the variety of pedagogical principles within early years ' classroom and the strategies that can influence the choice and application of different pedagogies. It is world widely known that ‘’ early years’’ of a child starts from the moment they are born to the age of 5.