Nclb Cons

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 no child left behind was a U.S Act of Congress that was create to reauthorize the Elementary and Secondary Education Act. The no child left behind was affects what students are taught, the tests they take, the training of the teachers, and the way money is spent on education. However it did not improve the education system since it was used to measure the student improvement in order to receive federal funding and if the school didn’t do good on these tests they lose their federal funding which means that the students from these school was not going to receive a good education. In addition, the no child left behind was not successful because teachers will focus more time on math, science, and English and annoy the other subject. Students

“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

Good intentions are no excuse to continue a fail policy. Since the No Child left Behind Act (NCLB) became in effect, teachers have been restricted to teach in a certain way.

First, what is the achievement gap? According to the achievement gap in education refers to systematic variances in the ability to learn between students from majority populations and students from minority populations. The most significant effort made by the federal government to improve the nation 's schools and student learning is the 2002 reauthorization of the Elementary and Secondary Education Act (ESEA). The ESEA was largely designed to address the achievement gap in multicultural education. However, improvement in the academic performances of poor and minority students has been slow over the last forty years.

When assessing educational legislation and whether it is good or bad law can be muddled by the fact that some part of the law is good versus some being bad. Also, the passing of time can change the viewpoint of such legislation. For instance, the No Child Left Behind Act (NCLB) was largely accepted as a good piece of legislation when the law was enacted, but with the passing of time, we have seen that the NCLB has its problems. The lack of truly funding the legislation, coupled with the fact that standardized testing given to each student, regardless of disability or English as a second language (ESL) status causes issues within some areas of the education system. Even so, there are still parts of the NCLB that are good for education as a

A lot has changed ever since George W. Bush signed the No Child Left behind Act in 2002. Since this act was signed, the quality of our children’s education has gotten better, money in the school system is being spent smarter, and the amount of standardized testing has been increased. Although the No Child Left behind Act was believed to better education and the schooling system in America, many believe that since the act was signed the school system has actually gotten worse. One of the main reasons that it is believed the school system has worsened is because of the major increase of standardized testing. The No Child Left behind Act has made the yearly testing required in all schools. In Colorado the standardized state testing occurs every year in March. The student used to be required to take part in state issued tests from third grade to tenth. This has recently changed. The student must still start in third grade but is required to take the test until at least the sophomore year of high school or until the required courses for the test are tested over. The government should cut down on the amount of standardized tests in K-12 schools. Fewer tests would allow teachers to focus on teaching what is necessary for the student to learn, to spend class time more wisely, and to provide less stress.

The No Child Left Behind Act was signed into law January 8, 2002 , by George .W Bush. The Act is a re-authorization of the Secondary Education Act, The No Child Behind Act was put into effect in order to help close achievement gaps and improve education within the public school system using various techniques so that no child would be left behind. In order to achieve the goals of the act, procedures were to be followed by public school system, Bush suggested that schools test students in grades third through eight, in math and reading and publicly release the results. So therefore the regulations were set, but less progressing schools would experience penalties. These penalties included, using massive piece of school funding toward teaching development, as well as replacing staff if needed, making new curriculum, and any school that fail over six times within a row could experiences a shut down. The regulations and penalties that followed the No Child Left Behind Act, added pressures on students as well as teachers whom were forced to teach to the test and achieving difficult short term goals. Indeed, the idea behind the No Child Left Behind Act sort out to provide beneficial goals for students worldwide, however only left majority involved disappointed and distressed. Within the last ten years that the Act has been in effect it has caused teachers to simplify test materials in hopes of gaining higher test score in order to keep schools from shutting down. This

“We will not tire, we will not falter, and we will not fail,” is a quote said by former president, George W. Bush, in his address to a joint session of Congress after the September eleventh attacks. The beginning of the twenty-first century marked a start of a revolution. A revolution of social change and global peace. The 2000’s is a decade of advanced technology, new and improved adjustments, and a decade of remembrance.

As far as learning for standardized testing goes there is a federal act involved that plays a role in the educational system and controls how the educational system teaches and tests these students. This act is named, The No Child Left Behind Act. This act makes standardized assessments mandatory for all fifty states. This law serves a purpose to test students in reading and math for grades three through eight. In high school, students are required to test and they are expected to meet or exceed state standards in reading and math. (Elementary and Secondary Education Act) “The major focus of No Child Left Behind is to close student achievement gaps by providing all children with a fair, equal, and significant opportunity to obtain a high-quality education” (Elementary and Secondary Education Act). But since the early 2000s, has this act kept it promise or has the responsibility of this act been not meeting these standards? When this law was first placed, it was said that this act would make it possible for students in the United States to become proficient in math and reading by the year 2014. (National Council of Churches Committee on Public Education and Literacy) But, does this mean that every student in the U.S. will meet these expectations? The National Council of Churches Committee on Public Education and Literacy does not believe so. “The No Child Left Behind Act sets an impossibly high bar—that every single student will be proficient in reading and math by 2014. We

The possible risks of passing a child to the next grade level due to the No Child Left Behind Act (NCLB) could affect children from being the next leaders of America. So much that it has had a tremendous impact on their quality of education, testing skills, learning, and funding. The No Child Left Behind Act was passed in the year of 2002. It was established to require states and school districts to ensure that all of the students' are learning and are reaching their highest potential. It is true that every student can learn, however not on the same day or in the same way. Since the act was passed their policies has changed and so has many of the students situations have changed since then. In spite of the fact that, the polices has changed

The no child left behind act is a disciplinary action and an accountability system that places responsibility on schools to maintain a certain score for every child. George W Busch signed this law in 2002. According to this act it is mandatory that all students will be proficient in math and reading by 2014. The student progress is measured at school level and annual reports are publicly announced. It is mandatory for every school to meet Adequate Yearly Progress (AYP) otherwise federal sanctions may be imposed. Linn (2009) described the consequences for schools in case of failure to meet federal standards saying that

The No Child Left Behind Act (NCLB) was put into effect January 8th 2002. The purpose of the Act was to create better education standards and close the racial/ethnic achievement gaps in schools. Achievement gaps occur when a group of students outperforms another group and the difference in average scores is statistically significant. Approximately eleven years later the aftermath of the Act has been examined in many journals and articles and criticized between students, teachers, and other administrators alike. There was much focus on the Act and its correlation between issues in high school dropout among minorities. In the National Journal for Publishing and Mentoring Doctoral Research the correlation between Minority Dropout in high school and NCLB was studied. In addition the largest criticism NCLB received was it’s strive to close the achievement gaps especially in minority students. In Race, inequality and educational accountability: The irony of ‘No Child Left Behind the unintended effects of the NCLB were made aware. Other news media outlets have disclosed the unresolved achievement gaps in school specifically among minority students in high school causing higher dropout rates than intended. In The New York Times an article was published disclosing statistic results of the NCLB. The negative effects of the No Child Left Behind Act seemed to triumph any of

The ever evolving world of education calls for constant reflection and revision of processes and protocols in a school district. With the implementation of No Child Left Behind, the seed of standard based teaching took root and developed into greater endeavors like the Common Core Learning Standards. As each state has adopted these standards, teachers and students are becoming more aware and accustomed to using the standards every day in the classroom. In moving with this natural progression comes the notion of standards-based reporting and communication with parents.

The issue back in the 70’s when must schools at this time was desegregated, many people believe that the school systems had a lot of flaws in its educational systems, equality and the students’ self-esteem. At this time, some believe that this method of grouping produced the best success from students. While others noticed, that the negative effect of the system was destroying the social life of the children, year after year. Now present time, adults find themselves in a sticky situation. The effects of “No child left behind” has damaged our educational system in such a negative way that some believe going back to grouping is the way to go. Some see that children scores in the past when the “grouping of children” was in full swing, produce high scores nationwide. Also, grouping of abilities makes it easier for teachers to locate the children that are having trouble with the curriculum. This processes makes it even easier for the teachers to come up with a plan to help them and know how many are at the same point. There are three positions I will be discussing in this paper, so that the audience can make an intelligent decision on what side they support. First, I will examine the group of people that agree with grouping children by their abilities. Second, Their adversaries, the ones who opposes any form of grouping in schools. Finally, I will discuss the compromising grouping or in other words the group who wants a little from both sides. This issue should interest every