Standardized Grading System

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

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

Since the mid-1800s, standardized tests have played a part in America’s education system. In 1969, the Federal Department of Education began focusing on the educational achievement of students. In 1994, the Clinton administration revised the Elementary and Secondary Education Act, created during the War on Poverty, to reduce achievement gaps in kindergarten through twelfth grade public education. The Clinton administration made every state that received money from the federal government for high-poverty schools begin testing their students annually. In 2002, President George W. Bush created another reauthorization of the Elementary and Secondary Education Act - the No Child Left Behind Act; which focused on giving all children the opportunity

The purpose of standardized testing is to help guide the teachers teach students the basics of what they need to know in order to move ahead in school. These tests are standard for core classes in any grade but differ from state to state. For Virginia it’s SOLs (standards of learning) in Arizona it’s AIMS (Arizona’s instrument to measure standards), although the name differs the purpose it the same in all states. These tests are to measure how much the students have learned throughout the year. To help improve the results from these tests, the no child left behind act was created in 2001. The bill does this by making the states and schools more accountable for the student’s progression. It improves the academic achievements for

Instead of giving children a quality education, “tests are used to make high stakes decisions about whether kids get promoted or graduate, or whether schools lose funding, or teachers lose their jobs, they narrow the focus of what teachers do in classrooms and limit the ability of schools to serve the broader needs of children and their communities” (Karp). The No Child Left Behind Act’s standardized test decides so many factors for teachers and students that it indirectly requires an ample amount of time to prepare for it, which hinders the time spent on giving students a real education. Teachers spend less time on giving students an education and more time on teaching them test-taking strategies in order to meet No Child Left Behind’s standards. The No Child Left Behind Act’s policies only rely “on an annual test, but single tests can be misleading. Every parent knows children have good and bad days” (Rothstein). The No Child Left Behind Act solely bases a school’s performance on a single, annual test. Test scores are not accurate if the results are not retested to ensure its legitimacy. Schools are labeled as a failing school and receive pay cuts for the performance on a single test per year if they are unable to meet proficiency standards. After the school receives punishment for failing to meet NCLB’s standards, it focuses more on the test than the education of its

The No Child Left Behind Act was passed in 2001, and it has been the topic of debate ever since. The act was first passed during the Johnson administration as the Elementary and Secondary Education Act, and then Bush reformed it into the No Child Left Behind Act (New York Times, (“No Child Left Behind Act”). The act gained much popularity among people because it would make the United States the “first country ever to make a commitment to provide every child with a quality education” (Spellings 15). With the United States slipping in their education system this is exactly the type of thing Americans wanted to hear. Educational Reform was a big part of Bush’s platform for the 2000 campaign. This act lead to the federal government being more involved in education than ever. The act sets up requirements all over the country to help reform the Public School System. No Child Left Behind purpose was to increase student achievement and help children from impoverished areas excel. Schools would now receive funding based upon the results of their improvement. No Child Left Behind ensured that schools now had to use their funding to obtain “academic results for all children” (Fisanick 11). The

The No Child Left Behind Act was created to equal learning opportunities for children that come from disadvantaged backgrounds, giving them more opportunities and providing them more freedom to do what they wish of their lives. To do this, standards were placed nationwide for certain grade levels so even schools in low-income areas were able to provide the students with equal education. In order to test the results of this effort, standardize testing was ramped up and used to determine if children pass or failed the course. Moreover, if schools did not fulfill even one specific criterion, the school could be designated as failing. The annual yearly progress

The more beneficial way of learning is always the best for parents and kids. Standards based grading is one that is bringing kids and parents down. Standards based grading should be banned from all schools for letter grades, beneficial standards, and most of all, higher and better grade proficiency. A reason for this is that it’s affecting middle, high, and college grades, for when it’s time to move on. Another reason is it takes time to turn over to letter grades from SBG, and teachers don’t actually help you for one’s and two’s. Plus it’s easier to understand Letter Grades-(parents). These are all three reasons why standards based grading should be removed from all schools.

The No Child Left Behind Act of 2001 is a “landmark in education reform designed to improve student achievement and change the culture of America’s schools” (ED.gov). The new act encourages accountability and helps abolish inequality in education.

President Bush quoted, “Clearly, our children are our future…Too many of our neediest children are being left behind” (www.ed.gov). The “No Child Left Behind” Act expands the federal government’s role in elementary and secondary education. The NCLB act was enacted January 8, 2002, and has four reform principles to the act: Accountability, flexibility, Researched-based reforms and parental options. Accountability begins with informed parents, communities and elected leaders so we can work together to improve schools. The states will measure the progress by testing every child in grades 3 through 8 in reading and math, states will implement fair and effective annual tests and Washington will provide funding to states to design and

In this case, The No Child Left Behind Act set the stage for standardized testing. It was issued in 2001 in hopes of benefiting students academically. Under this law, states were authorized to test students in reading and math in grades 3-8, and in high school. The goal of this act was to make sure public-school students were achieving learning goals. Furthermore, the tests administered were supposed to measure a student’s learning ability. Studies have found that the test given to students are not accurately measuring their learning ability for a variety of different reasons. This act has been proven to be unreliable and needs to be removed, to put students out of their misery.

Many people learn many different ways. I feel that it is better to grade people off of the standard grading scale. We have used it for many decades, so why change it now? Three reasons why we should keep the grading scale the same are everyone is used to tests, quizzes, and worksheets, I feel that people learn better if you do not make them do half of the work at home, and one should not be forced to present a project in the middle of a room full of people.

In 2002 President Bush signed into act the No Child Left Behind act. This act changed normal standards for children attending public schools. Schools now had standardized test that measures the student's academic growth. The students test score no longer impacted just themselves, but their teachers and school districts as well. Schools now had to reach a certain standard to receive federal funding. While the No Child Left Behind act was put into place to help students, a large outcome of this act was negative. U.S. Secretary of Education Arne Duncan, describing the Act as “a slow-motion train wreck,” (weigel 1)

Though I understand that teachers believe they are helping children develop themselves into being active in their grading process, I am against the standardized grading process. I believe we need to go back to the standard percentage grades. The standardized grading process does not allow for fair and consistent grading. It does not allow for parents to easily follow their children’s success and short comings in their learning development. It also sets them up for failure when entering the standard percentage usage used in higher educations.

Ever since the birth of the No Child Left Behind Act, and testing being brought into schools, there has been uproar coming from everyone; teachers, faculty, parents, and students. Because of the rebellion from these group of people, their actions have changed schools testing requirements across the country. A crime was committed by faculty at a Georgia school, “where 35 teachers, administrators, and even a former superintendent changed students' test scores” (Vogt, 2013). Though this form of rebellion against the tests seems new and outlandish, this is not the first cheating scandal, “In the past four academic years, cheating on test score results has been confirmed in 37 states and Washington, D. C.” (Vogt, 2013). Though this is the first