Priscilla Rojas
English 1A
Mrs. Santani
13 December 2017
No Child Left Behind
There have been many efforts made by the U.S government to reform our public-school education system. In the year 2002, a law promoted by George W. Bush required public schools to provide demographics on each one of their students. With this system in place, it ensures that no child enrolled is neglected from this system. The No Child Left Behind law is a disadvantage to our public-school system. Even though this act was put in place to aid our students, it is ultimately crippling them. Children with learning disabilities are required to take standardized tests to comply with the government requirements. One of the main features of the No Child Left Behind Act is
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Many penalties include the following “Replace principal, strengthen staffing, implement research-based instructional program, extend learning time and implement new governance.” (Jost 341). Even though No Child Left Behind Act forces all schools to provide a top-quality education to students who are often overseen in America’s public education system. Including students with disabilities, children from low-income families and non-English speakers, as well as all other ethnicities. For the first time in U.S. history, educational progress is tracked separately and required to be shown for each ethnic group in each school, rather than one average for an entire school. Previously, to prove progress, schools could focus on increasing test scores or related data for a small, bright group of students to bring up the average, rather than ensuring that all students are given an equal opportunity at a world-class education. This new law was supposed to close the achievement gap and set higher standard for the overall population of the students. But results have shown that dropout rates have increased tremendously because students are overwhelmed with an over rated state standardized test. Teachers are obligated to teach the content required for students to achieve high test results. A method teachers often us is called the “banking method. As a team of coined by Paulo Fair explained this method as “Education thus becomes an act of
The No Child Left Behind Act was based on the Elementary & Secondary Education Act of 1965. The act was established based on the promise of Thomas Jefferson to create a free public education system in Virginia (Hammond, Kohn, Meier, Sizer & Wood, 2004). The act is now reauthorized as the No Child Left Behind Act of 2001. The purpose of the No Child Left Behind Act was to make sure that children were given a fair, quality education. The act set out to close the achievement gaps in education, which were caused by children living in poverty, living with disabilities, children who were of different ethnic backgrounds and English learners. The proposed methods of the act targeted all children and provided an equal opportunity to meet
second largest and oldest city in Georgia with a population of about 200,000. The school district
Throughout the history of education, several “fads” have made their way in and out of the schools. From whole language to phonics to No Child Left Behind, educators have modified their practices to fit with new curriculum and government mandates. Many teachers describe the Common Core State Standards (CCSS) as “just another fad.” However, I believe that this is not the case.
A never-ending issue has loomed over the head of our nation-- education. According to the Institute of Education Sciences, 63.7% of American students are below proficient in reading and 65.7% in math. In order to improve educational standards and increase student achievement, Congress passed the No Child Left Behind Act (also known as the Elementary and Secondary Education Act) in 2002. Designed to increase the role of the federal government in education, it holds schools accountable based on how students perform on standardized tests. Statistics show that the average student completes about 110-115 mandatory, standardized tests between pre-kindergarten and end of twelfth grade (an average of eight tests per year). Standardized testing utilizes
If the schools didn’t make AYP for three years in a row, they had to provide free tutoring and supplemental educational service. Everyone involved felt that the NCLB had unsolved issues. (Randolph & Wilson-Younger, 2012). There are teachers that argue that the testing is not fair with the children that are under the Individuals with Disabilities Education Act (IDEA). Children with individualized education plans are being forced to take standardized test on their grade level and the teachers argue that the tests might be way above where these children are academically. This also includes the children who have English as their second language because they are struggling when they are taking the standardized tests. Additionally, Choi, (Aug. 2012) describes how many schools struggle to meet the Adequate Yearly Progress (AYP) under the Act called No Child Left Behind (NCLB). Pressures on the schools to meet the AYP can affect how each school does their testing and teaching policies. While states have been silent, the question has been whether states have a responsibility to intervene.
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
The author's main point in this article was focusing on the problems of standardized testing in the school system. Ronald Roach states how in the past decade since the no child left behind program was established that there was no sufficient gains in the overall student math and reading scores. The author then goes on to explain how the Obama administration has been criticized over the issues of no child left behind program and how they are not effectively improving the program.
“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
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.
This article in the Times newspaper, points out problems and flaws with the 2002 U.S. No Child Left Behind educational legislation, which was designed to improve education in the U.S. Topics that are discussed include, teachers complaints that No Child Left Behind policy sets impossible standards and forces teachers to teach based on the test material, and how the bill originally came to life by the proposal of former U.S. president George W. Bush. The other topic
* Teacher Qualifications: By the end of the 2005-06 school year, every teacher in core content areas working in a public school had to be "highly qualified" in each subject he or she taught. Under the law, "highly qualified" generally meant that a teacher was certified and demonstrably proficient in his or her subject matter. Beginning with the 2002-03 school year, all new teachers hired with federal Title I money had to be "highly qualified." By the end of the 2005-06 school year, all school paraprofessionals hired with Title I money must have completed
The No Child Left Behind Act of 2001, President George W. Bush's education reform bill, was signed into law on Jan. 8, 2002. The No Child Left Behind Act says that states will develop and apply challenging academic standards in reading and math. It will also set annual progress objectives to make sure that all groups of students reach proficiency within 12 years. And the act also says that children will be tested annually in grades 3 through 8, in reading and math to measure their progress. The test results will be made public in annual report cards on how schools and states are progressing toward their objectives.
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)
The No Child Left Behind Act should tremendously be re-examined and amended because the focus on the standardized tests decrease the quality of other subjects not on the tests, the tests are not an efficient tool to make certain that a student is receiving an excellent education and the tests create unnecessary stress for the students, teachers and administrators. The purpose of No Child Left Behind is to provide every student with the opportunity to receive a top-grade education. This is a great proposal to strive towards but, legislation plans on achieving this proposal by making schools responsible for their students’ proficiency and to measure their proficiency with the use of standardized tests. After the students take the
The No Child Left Behind Act. At first glance, this act sounds like all it can do for the educational system is improve it. If no student is left behind then everyone can have equal opportunities right? But if teachers are constantly testing in order to measure progress, then students can be held back. No Child Left Behind Act(NCLB) requires testing in schools in order to help regulate education and to measure how qualified teachers are. Some argue that the NCLB act adds many positive aspects to the educational system. However, the negatives outweigh the positives. The act enforces testing thus limiting the teacher's freedom causing him or her to teach to the test. This form of teaching, in turn, inhibits the student’s creativity.