Nclb Failure

In exchange, states had to agree to set standards aimed at preparing students for higher education and the workforce. Waiver states could either choose the Common Core State Standards, or get their higher education institutions to certify that their standards are rigorous enough.” (Klein). If a school misses AYP for three years in a row, it must offer free tutoring, but due to these waivers, this is no longer required, unfortunately. “By 2010, it was clear that many schools were not going to meet NCLB’s achievement targets. As of that year, 38 percent of schools were failing to make adequate yearly progress, up from 29 percent in 2006.” (Klein).

Knowledge of negative stereotypes can influence people’s performance. Stereotype threat creates extra performance pressure through apprehensiveness about conforming to negative stereotypes (Woolfolk &

The achievement gap is evident in the standardized test scores of racial minority students. When examining demographic information published by College Board Inc. and ACT Inc., it is evident that there exists a widening gap between the scores of African-American adolescents on the SAT, or the Scholastic Aptitude Test, and the ACT, or American College Test. Statistics from the 2013 SAT show African-American students earning scores of 431 in critical reading, 429 in mathematics, and 418 in writing (College Board, 2013). On the ACT in the 2013 year, the average composite score for African-American test takers was 18.2. In comparison to their racial and ethnic counterparts, African-Americans scored lower in every subject area than every other test taker. Frequently this gap in scores has been attributed to a number of factors including a student’s socioeconomic status, teacher qualifications, and school’s lack of access to academic resources. Instead, one should look to the theory of stereotype threat. In summation, stereotype threat is being at risk of confirming a negative stereotype threat about one’s group (Steele & Aronson, 1995). One may question: To what extent does stereotype threat lead to African-American adolescents underperforming in academic settings? Stereotype threat negatively affects African-American students in that it produces self-fulfilling prophecies causing African-American adolescents to underperform on college entrance exams.

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.

Stereotype threat inclusion/omission: whether including or omitting information that could potentially indicate gender bias would affect performance.

In the article “How a Self-Fulfilling Stereotype Can Drag Down Performance” it stated that “reminding African Americans and Latinos about their race before administering academic tests, or telling them that the tests are measures of innate intelligence, can hurt their performance compared with minorities who were not reminded about race and not told that the results reflect inherent ability.” This was said by a sociologist who has done dozens of experiments which shows that when we remember the stereotypes society has for us, we don’t do as good on certain things such as academics. Besides the fact that we don’t do good we also don’t feel good. In addition, in the survey results everyone for the most part mentioned that when they get stereotyped they feel bad about themselves and don’t feel as motivated to do things. People’s self esteem drops and it affects the way they see each other as part of this society in a negative way. This is something that everyone acknowledges but doesn’t do anything about it so it keeps making people feel bad. It makes all of us feel bad in some way and it affects the way we do in activities when we are reminded of these

NCLB (what is it/)requires states to break out test scores according to student poverty status, language and disability status. Identifying true achievement gap schools will allow for the following has the school undertaken whole school, subject matter, reforms? Curriculum change to incorporate content/materials for boosting achievements. Changes instructional practices. Gap-closing school graduating students in higher proportions. Moving larger proportions of graduates in postsecondary schools. Within the subgroups the achievement gap diminished by more than half for the African-American subgroup between 1970 and 1988, which came to an abrupt stop in the 1990s. All the while, the Hispanic subgroup continued to make great progress until 1992

Stereotype threats have been proven to affect one’s performance and ability to complete universal tasks by inducing anxiety in its victims. In a study addressing race gaps in college-level standardized test performance, “inducing stereotype threat—emphasizing intelligence

Stereotype Threat and Stereotype Promise are two concepts that explains or rationalize why minority groups such as African American underperform compared to their white counterparts, and why Asian American students have successful educational outcomes compared to other minority groups. Using Claude M. Steele’s article of “Thin Ice: Stereotype Threat and Black College Students,” and Jennifer Lee and Min Zhou work called “From Unassimilable to Exceptional: The Rise of Asian Americans and ‘Stereotype Promise,” we can further understand the effects of these two concepts on the two different subgroups. Stereotype threat and stereotype promise are manifested in everyday educational contexts, have consequences for various student subgroups, and has

In the 21st century, stereotypes continue to alter high schoolers’ perception of the world, blurring the lines between truths and myths. In this technologically dominant society, most stereotypes are introduced by media depictions. As a result of the plentiful exposure to stereotypes, there are groups of people, in particular women and black people, who experience the effects of stereotype threats—that is, their performance levels worsen when predisposed to stereotypes compared to when they are not. When women and black people are exposed to a stereotype, their perception of their own potential is altered in a negative way, therefore changing their actual performance and self-esteem. In order to combat the consequences of stereotype threats, schools and parents should encourage self-affirmation while deemphasizing inherent qualities because it creates an academic atmosphere where motivation is more heavily valued.

When social psychologist Claude Steele began writing about the problem of stereotype threats in the 1990s, many other researchers began to do the same thing. Steele offered that when members of certain groups can be stereotyped in a negative way, they will be seen “through the lens of diminishing stereotypes and low expectations” (1999, p.44). According to Kassin, Fein, and Markus, stereotype threat is defined as “The experience of concern about being evaluated based on negative stereotypes about one’s group.” Steele concluded that stereotype threat can be achieved in two ways: reactions to “threat in the

Stereotype threat tends to affect multiple groups universally and culturally, and has become one of the most widely researched topics in social psychology. The theory of stereotype threat offers a situational explanation for the ongoing debate regarding the source of group differences in academic aptitude, however, some people may argue that stereotype threat is unlikely to be the sole explanation, and that it is important to acknowledge the several other factors that shape these academic performances (NCBI (4)). A study by Pennington et al.., uncovered a total of 17 other proposed mediators that govern different stereotyped populations. One proposed mediator includes anxiety, suggesting that it influences African American’s intellectual ability

There have been many studies on stereotype threat and self-esteem and their negative effects on task performance. These studies have focused primarily on minorities such as women, blacks, Latinos and Asians and have found that stereotype threat and self-esteem have influenced negatively in task performance. Steele (1997) investigated how self-esteem and stereotype threat affects task performance and has found that most of task failures have to do with the individual social environment. For instance, a study was conducted in which black students completed a difficult task with either a black or white experimenter. The task was described as intelligent test (Steele & Aronson, 1995). When the experimenter was white, the student performed more

At a cognitive level, working memory is a limited capacity resource that can become depleted if it is attending to multiple domains. If depleted there is less capacity available to control a task’s execution and information processing demands (Schmader, & Johns, 2003). Many different studies have contested how it is that stereotype threat impairs performance. For example, in Steele and Aronson's

The main claim of this essay is that “Fear of achieving stereotype can affect academic performance negatively and positively or can affect achievement gap.”Few things that affect us as a stereotype threat is a sense of competence, feeling of belongings, Our trust on people around us and much more.These kinds of things may affect us negatively and positively.