Personal Statement : Child Left Behind

My story isn't quite special really, although I have lived under some unique circumstances. My mother was a single parent raising my little sister and I until she married my Stepdad in 2007. I was five at the time and had no father figure until then. From that time on he became my dad. Our new family moved twice before living in a small city where we stayed for 6 years. This is where I made close friends, achieved academic excellence, went to church regularly, life was great or so I thought. What seemed to be our perfect life was turned upside down as hard times fell upon us. I was now the oldest of five younger siblings, my mom wasn't healthy, and my dad had to struggle to keep things going.

When I was a child, most of the stories or situations I have been through was, mostly, my dad hitting me and my parents fighting constantly; so pretty much I did not really grew up watching Barney, traveling to places, and going to Disneyland often. I thought I would have to live like this for the rest of my academic life, but one day around the age of eight, my dream came true. My parents had enough of each other, so they went their own ways; even though, I was glad that I do not have to life miserably anymore, I was not. I thought that everything would settle down and live a calm life with my mom, but as a result, I ended up raising my two siblings. My dad left the house, my mom was in her own world, and I had to watch my siblings. I thought my parents divorce would benefit me, but all it did was for me to not live as an eight-year-old would. I thought that my dream of going to a great university and becoming a Physician Assistant came crashing down. A couple weeks later, my dad came back and long-story short, my siblings and I had to go hang out with my dad for

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

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

When I was only four years old, my life changed forever. It was the year I moved to North Carolina. My dad’s friend got him a job opportunity that he simply couldn’t give up. So, he quit his job and found a nice rental house to live in. I had moved before but I don’t remember. I moved from Indiana to North Carolina with my brother my cat and my parents. When I moved to North Carolina, I was aware of what was happening, but I never realized how different everything would be. The house we moved into we only lived in for a year, but it was a pretty hectic year.

I was 33 years old on November 9th, 2000. My family was made of myself, my husband, Doug, my daughter, Haley, and our dog, Josie. Haley was only 2 years and 9 months old at the time of the birth of her new baby brother, but I wasn’t quite sure how she would handle not having all of the attention. I could tell something was off from the moment I woke up that day. To start, Haley wouldn’t stop crying from the moment she woke up. As for me, I was feeling sick, and was having a few contractions here and there. I was packing my things for the hospital because I was scheduled to have a C-section November 10th. Afternoon came and my condition was getting worse and worse, things got so bad that Doug and I decided we should go to the hospital. I was mortified because I just needed the baby to wait a couple more hours. I could not have this baby come out of the birth canal, my

List three things you learned about assessment and measurement in the context of the video discussions.

Webley, Kayla. "Why It's Time To Replace No Child Left Behind." Time 179.3 (2012): 40

Through the discussions of the privatization movement in a variety of school and educational contexts: from the consequences of the No Child Left Behind Act (NCLB), the promotion of “school choice” in the form of school vouchers and private charter schools, to the growth in non-profit colleges and technical programs, there has been benefits offered to students, families, and schools from the movement. On the other hand, privatization also further exacerbate inequalities and the economic precarity of students and families. Focusing closely with the passing of the NCLB and charter schools, through this process of discussing the impacts of the privatization movement, I will also discuss why I am against privatization.

No Child Left Behind (NCLB) has been something that brings out a lot of opinions of many different people living in the United States. As with everything political, people have positive opinions of NCLB, but also very negative ones. This spurs from the fact that NCLB may work better for some students, but perhaps not for others. Parents are frustrated by NCLB if their children struggle because of it and perhaps did not struggle before its existence. A lot of things are difficult pertaining to this Act, but one that may be much more difficult than others is when it comes down to dealing with how to teach ELL students in this country. Many people believe that Title III of NCBL really hurts ELLs in the United States, and there are many articles to prove that to be the case. Title III is very much dated in terms of what is happening in this country right now. When able to compare it to the Bilingual Education Act, it seems to have taken a step backward from what was happening in terms of education in the late 20th century. There seems to be more of a focus on ELLs learning English, and not worrying about their native language, even though many young students may not even be especially proficient in their native language, even more so if they came to the United States at a very young age. This paper will show how NCLB and Title III indeed hurt non native students when it comes to learning, and how not having the Act would help ELLs

Next, the “No Child left behind Act” it was signed by President George W. Bush and it passed with bipartisan support on Jan. 8, 2002. This Act states that there will be mandated annual testing in the subject reading and math and science. In the grades 3-8 and 10th grade. It shows the "Adequate Yearly Progress" of each school in the system of the United States. (source 1) The biggest point of this Act is that no child is “trapped in a failing school” (source 1). That each student in the United States is being able to get the fair treatment as every other student in United States should receive. This act also emphasis reading, Bush wanted to make sure that each student by third grade were able to read well aka “Putting Reading First”. This reply I have stated in the other paragraphs the Government has put a lot of emphasis on these test and they are highly looked at for the Government. If schools failure to meet up to the standards of the Government, correction must happen. School is closed and teacher need to be fired and replaced. So that our future of American students are able to make sure they 're getting the best education possible.

On December 10, 2015, President Obama signed the Every Student Succeeds Act (ESSA), replacing the No Child Left Behind Act (NCLB). ESSA was passed with bipartisan support and allows a more flexible plan for decision making for education at the state and local levels. Full implementation begins July 1, 2017. ESSA gives states more leeway in a wide range of areas, and the U.S. Department of Education role in accountability is considerably scaled back. The main difference in ESSA is that it hands the educational accountability ball from the federal government to the states.

Change is inevitable. When the No Child Left Behind (NCLB) initiative finally became defunct, a new accountability system emerged. In San Francisco Unified School District, central administrative teams began a transition phase starting as early as four to five years ago when Common Core State Standards were introduced to low performing schools. As the Instructional Reform Facilitator during that time, it was exciting because new and more robust learning/content standards also required a change in our approach to instruction and assessment. This was the lever in my mind that this could help close the achievement gap. However this new initiative also brings uncertainty and apprehension for many teachers.

Who are Raphael, Leonardo, Michelangelo and Donatello? Present this question to a room full of children (as well as teenagers) and you are only going to receive references to the Teenage Mutant Ninja Turtles as responses, nearly without a shred of doubt. Though those guys are great, as someone in my mid-twenties I have some nostalgic attachment to them as well, this fictional presentation, with its’ fictional responses which is actually not related to those fictional characters at all, presents a prime example of the large void in the level of insight of what the education system has instilled in our youths. At the turn of the century, there seemed to be a shift. And that shift is due, in part, to the introduction of the No Child Left Behind Act, a federal public education act that forces schools to follow certain policies and meets standards in order to receive federal funding. It is believed by many that No Child Left Behind has assisted in the marginalization of arts education in public schools by way of prioritizing core subjects. This thinking, and by conjecture this act, have been a detriment to the development of children. Therefore, I propose that if this act is to be in place, in order for public schools to provide the best possible education for the future of this country, they must also implement benchmark testing for fine arts classes identical to those of the core subjects.

No Child Left Behind Act (NCLB) was passed by Congress in 2001 with overwhelming bipartisan support. On Jan. 8, 2002, the Act was signed into law by President George W. Bush. The initiation of this policy in the education sector marked the most recent expansion of the federal role in education especially to the Elementary and Secondary Education Act of 1965. The NCLB policy was developed out of the concern that the American education system was historically disadvantaged over time, and the federal government needed to play a greater role in increasing its responsibilities in the education sector for purposes of making the American education sector internationally competitive.