Essay about The No Child Left Behind Act

Areas of academic achievement for students with disabilities were a concern addressed in the No Child Left Behind legislation. This concern was very important in the special education community. No Child Left Behind took into consideration, The Individuals with Disabilities Education Act. This act focused on the delivery of education services to students with disabilities, it focused more on educating children with disabilities. While No Child Left Behind took this act into consideration, it also considered the outcome of education received

The third stage is the Concrete Operational Stage, which occurs around age seven to age eleven. This stage marks the beginning of logical or operational thoughts for the child. Their thinking becomes less egocentric, and the child can now understand that although the appearance of something changes, the “thing” itself does not. For example, if a child decided to spread out a pile of blocks, they know there are still as many blocks as there were before, even though it looks different.

Children in this stage learn to master conservation tasks and perform other mental tasks that have to do with physical events. They also learn organizational tasks such as sorting things by size, or lining up toys. Children in this stage, however, are only able to perform mental operations through physical experience. They are not able to fully understand logical concepts and use hypothetical reasoning beyond the here and

The Concrete Operational Stage (7-11): - A this stage the child can operate objects and understand them providing they can se them and/or are holding them. The child can count, spell, read etc. Although the child still needs some objects i.e. fingers, toys to count there is still a need for visual assistance. The child is developing a less egocentric perspective.

In 2002, The United States Legislature passed the No Child Left Behind Act. The negative connotations of this act has pervaded our failing school system now for fourteen years. Students, parents, and teachers alike have all grown a resentment for the idea that, despite the effort, a student has the opportunity to fail, parents have the opportunity to bear witness to that failure, and teachers hold the considerable weight of believing it is due to their inadequacy. Individuals who possess the potential for something better are squandered and placed in the general education system that any academically unprepared adolescent can comprehend. The process of moving every child along through the twelve years that they are forced to endure the

Once the disabled or challenged students are compromised, they are pushed toward drop outs of education. How can this be helping the student’s success? Can the push for reading, writing and math be good for everyone involved? The need for higher standards is

The second sub-stage is primary circular reactions that occur around one to four months of age. In this stage infants start to organize schemes for sensory and motor activities, actions are voluntarily repeated, but the infant actions are still centered on bodily experiences and instinct satisfaction. The third sub-stage is when the baby starts to focus on the external world and secondary circular reactions; this happens around four to eight months. Babies also develop schemes for repeating actions with interesting effects on things and people in the world during this sub-stage. The fourth sub-stage is coordinating the secondary circular reactions around eight to twelve months. In this stage infants can organize a series of mental structures for various actions and develop intentionality of behavior, they can separate schemes for means and ends, and facilitate the accomplishment of simple goals. The fifth sub-stage is when the external-oriented attention generates and tertiary circular reactions, this is from twelve to eighteen months. Around this time infants grow into toddlers and they seek discovery of new information about how things and people work. The final/sixth sub-stage is pretty important and several development milestones occur, this is eighteen to twenty four months. In this sub-stage object permanence is acquired and toddlers understand objects continue to exist independent from self-generated actions and sensory experiences. (Petrill,

The No Child Left Behind Act has stacked the deck against schools with special needs. At this point in time with the 2004 elections right around the corner, it seems that this Act is taking a lot of criticism for it's rigid approach to the educational progress of our children today. No Child Left Behind has some wonderful goals and aspirations: to "close the student achievement gap, make public schools accountable, set standards of excellence for every child, and put a qualified teacher in every classroom". (http://www.NCLB.gov) In this paper I will be discussing how this new law closes "the student achievement gap" and setting "standards of excellence for every child" using some of the psychological

For this reason, the NCLB act provides a safe harbor provision. This provision states that as long as schools are showing progress, they will not be considered failing. Failing would be if there was no academic progress by any group of students in which

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

Education has changed a lot in the past few years. Most significant of all changes has been the implementation of the No Child Left Behind Act set up by President Bush in 2001. The NCLB Act was established to help close the education gap in public schools. Students from every background have been and are currently affected by NCLB, as well as are teachers. The standards have been set, and the race has begun to see which states and school districts will show the highest AYP, and which states and school districts will come at the humiliating last rung of the latter. Would it be a surprise to note that those schools which appear to be struggling the most thus far, have been the schools that have a high

Just as weight is measured with a scale and inches are measured with a ruler, education is measured with an assessment. With the creation of the No Child Left Behind Act, students were evaluated via a single multiple choice test, chosen by the federal government. Not only did teachers learn to teach the test, but students also learned to memorize information rather than learning how to apply it. Math and reading test scores became the number one indicator of how schools were performing overall. Because standardized tests do not validate overall student knowledge, the No Child Left Behind Act is best described as unstable.

Start with sensorimotor stage, which include the children between 0-2 years old. This is the stage of cognitive development where kids have basic motor skills and learn how to move in the environment. The mental structures are mostly concerned with the mastery of concrete objects.

In the sensorimotor stage the child discovers the environment through physical actions such as sucking, grabbing, shaking and pushing. During these first two years of life children realize objects still exist, even if it is out of view. This concept is known as object permanence. Children in the preoperational stage develop language skills, but may only grasp an idea with repeated exposure. As Piaget describes in the next stage, children draw on knowledge that is based on real life situations to provide more logical explanations and predictions. Lastly, in the formal operational stage children use higher levels of thinking and present abstract ideas.

Piaget 's first stage is the sensorimotor stage, which lasts from birth to about two years. Intelligence at this point is based on physical and motor activity without the use of symbols. Hence the child uses mobility, crawling, and walking to facilitate knowledge. The child 's progress is visible through the modification of reflexes in response to the environment. It is at this stage that the child learns object permanence, understanding that objects continue to exist even though they cannot be seen. The end of the stage is manifested in the immature use of symbols and language development that signals the transition to the second stage (Morris and Maisto, 2008).