Summary: Major Problems Of NCLB

“Ornstein and Levine (2008) expressed their concern with NCLB and its effect on public education.

Teachers have to focus mainly on the basic meaning of what the students need to learn instead of teaching the deeper and worldly application of the material being taught. In addition, every year each grade is required to make higher scores on the standardized tests than the year before. There is also the fact that the NCLB program holds children back. Those who are gifted or high performing students are not given the attention that they need, because all of the funding that the schools are given from the program is being used on programs to get all of the students to the minimum skill requirement, which is set by the NCLB. Also NCLB only focuses on math skills, English language skills, and eventually a science skill. This only elevates the scores for two fundamental skills that students need in today’s world. In focusing only on these few skills students lose the benefits of a broader education. Some schools in times of budget cuts have had to cut some of their classes so that they can focus on the subject areas dictated by the NCLB. Plus, some schools have done surveys and found out that high school students are lacking knowledge in the subjects of history, civics, and literature. Another point that people disagree with is the fact that the Act is requiring 100% of students, including disadvantaged and those with special needs, within a school to reach the same state standards in reading and math by

The No Child Left Behind Act (NCLB) of 2001 was put into place to provide extra money for children who do not have money while trading their knowledge using their test scores. The NCLB Act says that students are to be given yearly tests along with yearly report cards to track how well they are doing in school, in doing so, school is not about fun and socializing but now it is all business. These tests not only do not help the students learn but puts a load of stress on their shoulders, alongside that the tests have no purpose other than grading how well a students is able to retain information.

The NCLB was structured to place the responsibility of our children on the shoulders of each state individually. In addition, it is also beneficial to parents and students who are living in impoverished communities with little to no resources available resulting in low performing test scores. The NCLB also states that local educational agencies now have federal education funding in their disposal.

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

     Many educators find the purpose of the NCLB Act to be very confusing and disingenuous. According to Monty Neill, who works for the National Center for Fair and Open Testing, an organization which evaluates tests and exams for their impartiality, “NCLB is a fundamentally punitive law that uses flawed standardized tests to label schools as failures and punish them with counterproductive sanctions” (Neill, 1). Teachers will be of no use to educate their students according to the curriculum, if the only focus that both the teachers and students have is only to pass the imperative standardized test, just so their school district can acquire more

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.

The law was meant to increase student achievement and to hold states, schools, teachers and students more accountable. How exactly is NCLB changing schools? In, 2005-2006, states were required to test grades 3-8 in reading and math. Shortly after, they added in an annual science test in K-12. A lot of tedious testing grew in schools and is still continuing to grow today. Along with tests came certain standards for each state, as well as consequences for those who failed to meet them. Report Cards were being sent home with the school’s data along with the students’ performance. Teachers were even given higher standards to meet. There was a change in

The NCLB Act has become the largest intervention by the federal government. This act promises to improve student learning and to close the achievement gap between the white students and students of color. The law is aimed at having standardized test to measure student performance and quality of teacher. The Standardized exams are fully focused on reading and mathematics. This law characterizes an unequalled extension of the federal role into the realm of local educational accountability. High school graduation rates are also a requirement as an indicator of performance at secondary level. In low performing schools they get punished by receiving less funds and students have the choice to move to high performing school. The quality of our

According to Klein (2015), NCLB was the result of a coordinated effort between civil rights and business groups, both Democrats and Republicans on Capitol Hill, and the Bush Administration, which tried to advance American competitiveness and close the achievement gap between poor and minority children and their more privileged counterparts. Subsequent to 2002, NCLB has made a huge impact on teaching, learning, and school improvement. It has also become progressively debatable with teachers and the general public.

However, even if the federal government met the financial obligations to fully fund NCLB, and remove harsh sanctions for schools which do not meet AYP standards, it still would not fix the problem of NCLB focusing solely on teaching to the test. Under the NCLB Act teaching has gone from learning about a wide array to subjects to a “drill and kill” system (Smyth 134). A drill and kill system is when teachers solely focus on teaching to the test by giving assessment after assessment. When teachers teach to the test and require students to only regurgitate information, the students are not using higher level thinking skills. The students are only learning how to take test,

CCIB received CPS referral #1242-9207-2024-5044009. It was reported that resident Celia Rangel (DOB: 06/17/02) has been living in the facility since July 2017. RP drives to the facility to provide counseling for the resident every other week. The resident disclosed to RP that she met a man named, "Coco" who is in his 20s through another young lady named Shakira (both individuals are unknown). Coco picked her up in his BMW during the resident's "unsupervised time" and drove her to the South Side of San Jose by the river and provided resident with THC and alcohol. The resident disclosed that she hung out with Coco on a couple of occasions; each time he provided with marijuana and alcohol. Resident stated that Coco has made an advance toward her.

Jamal Abedi begins his article discussing what the NCLB Act is and why it was established in our country. Basically, the NCLB Act was the most recent version of the Elementary and Secondary Act of 1965; it affects the states that use federal funding and hold those states accountable for student achievement (Abedi, 2004, p. 4). After explaining the NCLB Act and its purpose, Abedi creates a numbered list of the flaws of NCLB. The flaws include, “Inconsistency in LEP classification across and within states….Sparse LEP population….Lack of LEP subgroup stability….Measurement quality of AYP instruments for LEP students….LEP baseline scores….LEP cutoff points” (Abedi, 2004, p. 4-5), which he gives a short paragraph about the flaw then continues to explicate later in

The No Child Left Behind Act failed to markedly improve public education, and as NCLB is due for reauthorization, lawmakers should overhaul the act to focus on the promotion of socioeconomic integration instead of its current emphasis on school standards and testing. Socioeconomic—and consequently, racial—integration is a proven method to bolster the performance of low-performing students in impoverished areas. This paper will explore the absence of any attempts at integration in the original NCLB Act, along with the inherent weaknesses of the act, which primarily lie in its execution of standards and accountability. This paper will argue that lawmakers should prioritize integration over the three other categories of education reform—school

In what follows I first provide a history and explanation of the NCLB act. As well as the thinking behind this piece of legislation. Then, I show how the NCLB’s rules and standardized testing are destructive to teaching. Finally, I argue how the act is leading to the overall downfall of our educational system.