My Views On Education And Policy Cycles

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

During his presidential campaign, President Obama critiqued the accountability system based on testing which created hope about the possibility to modify the NCLB legislation (Ovando & Combs, 2012). Conversely, President Obama reinforced NCLB by making teacher qualifications more rigorous and promoting the adoption of national academic standards (Dillon, 2009). In order to help the country to overcome the economic crisis, President Obama signed the American Recovery and Reinvestment Act (ARRA) of 2009 (Baker, 2011; Ovando & Combs, 2012). President Obama’s idea was that by improving education the American economy could be rebuilt (Baker, 2011). Obama’s administration also instituted, as

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

Diane Ravitch, an “educational historian”, answers four questions in her book, Reign of Error. Is American education in crisis? Is American education failing or declining? What is the evidence for reform being promoted by the government and adopted by many states? What should we do to improve our schools and the lives of our children? According to Ravitch, the “crisis” concerning American education is actually a myth. In this book, she addresses myth after myth providing adequate clarity and information. She looks deep into the facts and brings to light what is actually happening in education in America in the following areas: test scores, achievement gaps, graduation rates, teachers and test scores, merit pay, charter schools, virtual school, government involvement of failing schools. In the latter chapters she offers specific solutions with detailed plans and recommendations to preserve and improve American education. Ravitch’s thesis is that American public education must be protected against government privatization and that we must work together to improve our schools. I couldn’t agree more with Ravitch. Government involvement in education has negatively impacted education since the passing of NCLB. Our focus has changed from being innovative teachers to cookie cutter teachers. Government officials should not make decisions without advice from educational professionals. We must all work together to make education work.

In 1965, Lyndon B Johnson signed the Elementary and Secondary Education Act in an attempt to achieve more equity among minority groups within the education system. Along with the numerous attempts to close the achievement gap came America’s first federally funded state assessments, created with the intention of holding the nation’s schools accountable for providing a quality education for every student. This legislation was revisited in 2001 by the Bush administration with the No Child Left Behind Act, which saw the achievement gap that still existed among ethnic minority groups, but also recognised a prominent gap within poverty- stricken communities. With this came state tests that were more difficult and more frequent in an attempt to further

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.

During President Bush’s term, government became aware that American schooling needed major improvement. There was a need of a law which would improve the system while using scores to evaluate students as well as their teachers. "The fundamental principle of this bill is that every child can learn, we expect every child to learn, and you must show us whether or not every child is learning," (Secretary, 2002) President George W. Bush said on Jan. 8, 2002, signing ceremony of No Child Left Behind Act. However, this one size fits all approach revealed not be resourceful. "The goals of No Child Left Behind, the predecessor of this law, were the right ones: High standards. Accountability. Closing the achievement gap, but in practice, it often fell short. It didn 't always consider the specific needs of each community. It led to too much testing during classroom time. It often forced schools and school districts into

Bush’s No Child Left Behind (NCLB) federal policy. Both Clinton and Bush administrations regulated freedom of choice within their educational policies. Clinton’s Goals 2000 increased standards for student scores within core subjects. Legislation targeting Title I, required States and school districts to “turn-around” low-performing schools, and in 1993, public charter schools increased to over 2, 000 (www.clinton5.nara.gov). Bush’s No Child Left Behind’s structure demanded high-stakes testing and created provision for privatization of public education, as well as “school choice .” No Child Left Behind not only increased the Clinton’s strong accountability disposition, but it also superimposed a new set of accountability rules that would adversely affect public schools (Porter, Linn, & Trimble, 2005). One significant requirement of NCLB is that each state must adopt challenging academic content standards and challenging student achievement standards. Additionally, states must establish Adequate Yearly Progress (AYP) goals for each year from 2002 to 2014—that would culminate in the 2014 goal that all American students would be at or above the proficient student academic achievement standard (P.L. 107–110, 2001). When local educational agencies (LEA) failed to meet their state’s AYP goals, in addition to other criteria, they [LEA] faced the inevitability of losing their accredited status and eventually face school

The No Child left Behind Act was intended to close the achievement gap in elementary and secondary schools by allowing each and every student the opportunity to have the best education possible. This law was signed by George W. Bush in 2001 who described it as a law that will, “Ensure that all children have a fair, equal and significant opportunity to obtain a high quality education”(Neill 2). The No Child Left Behind Act was only intended to help the students, but it is clear, not only to teachers, parents, and professionals, that it is time for a reauthorized law; One that each and every student can benefit from. The achievement gap in America’s school systems still exists. For the sake of America’s future, the school system must make a change now or the future of this country will suffer.

The No Child Left Behind Act, which passed Congress with overpowering bipartisan backing in 2001 and was signed into law by President George W. Bush on Jan. 8, 2002, is the name for the latest redesign to the Elementary and Secondary Act of 1965. The NCLB law which was implemented out of worry that the American educational system was no more globally focused, significantly expanded the government's role in holding schools accountable for the educational achievement of all children. Furthermore, it put an exceptional spotlight on guaranteeing that states and schools help specific groups of children to be academically successful, for instance, English-language learners, Students with Disabilities (SWD), and socioeconomically challenged students, whose academic

In Reign of Error, Diane Ravitch covers her opinions on American education in public schools. Along with this, she gives multiple solutions to the issues that started in the education system in the 1980 's by the federal government and are still having a consequence on America today. Ravitch focuses in on the ineffectiveness of educational reforms and legislation put in place for teachers and school districts. For example, she states, "When evidence is lacking, we should not move forward with a sense of urgency. The reformers are putting the nation 's children on a train that is headed for a cliff." (3-4)

The No Child Left Behind Act is designed to raise the achievement levels of subgroups of students such as African Americans, Latinos, low-income students, and special education students to a state-determined level of proficiency. However, since its introduction in 2001, it has received a lot of criticism. Some argue the ulterior motives of the Act while others commend its innovation and timing. With the Bush administration coming to an end, it is difficult to determine what will happen to the Act or how effective it will continue to be. Hopefully future lawmakers will be able to evaluate the pros and cons of the Act and the impact it will have on our youth.

The 1950’s was the foundation of ending separation in schools. During 1954, the Supreme Court examined the Brown vs. the Board of Education, which recognized that ethnic or racial separation of adolescents in public schools desecrated the Fourth Amendment. This amendment defends people from irrational searches and seizure and obliges any authorization to be sensibly authorized and maintained by credible reasoning. Since the 1950’s the most notable federal involvement in public education has been the No Child Left Behind legislation passed during the George W. Bush administration during in the 2000’s. It mandated that all schools that received monies from the federal government had to participate in mandatory standardized testing. The Act interchanges

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

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)