NCLB and ESSA have many strengths as well as weaknesses that are prevalent at my school. First, our school has worked tirelessly to ensure that each grade level and subject are implementing state adopted standards for all of our students to ensure they are fully prepared for life beyond middle school (“The Education Trust”, 2015). Every lesson and unit plan must include the Common Core State Standards (CCSS) and each activity should incorporate how that standard, in addition, to content knowledge standards are met. This renewed emphasis has changed the dynamics of student instruction and design of our courses. For example, our Math Explorations program utilizes problem-based learning and real world applications of math theorems. Also, our Social …show more content…
NCLB raised the learning expectations for all students but also realized that there must be leveled expectations for specific groups of students. For example, “AYP determinations will not be based on the achievement of LEP students in their first year in an American school. Newly arrived LEP students must be assessed in math and English-language proficiency, but achievement on these assessments will not be considered in AYP determinations (“The ABCs of AYP”, 2004). While the number of English Language Learners at Park are low, this aspect of NCLB did not overemphasize or rush the progress of these student groups. Park has an ELL program designed to move students out of requiring ELL instruction so that they are fully prepared, for not only general education tasks but to participate and perform at a level that reflects their ability on state tests. While there are many strengths that Park can contribute to the establishment of NCLB and ESSA, there are still weaknesses that have not been addressed. A major push in achieving equitable education for all students is addressing the ineffectiveness of teachers (“Fast Fact: The Every Student Succeeds Act of 2015”,
Much research was completed for the making of this article. It was found that ELL’s need time to develop oral English proficiency, teachers need to use ongoing authentic formative assessments throughout the year due to
...ell can work together to solidify the learning environment for the student in need and create a better learner as a result.
English learners have classes like ELD, can seek extra help to ensure their understanding in English curriculums, and take certain tests to help their fluency in English. One of those tests that English Language Learners have to take to build proficiency, is the CELDT Test. While taking other classes like ELD, out of the 224 English language learners at a local elementary school who took the test, 8 students got advanced, 57 students got early advanced, 85 students got intermediate, 56 students got early intermediate, and 18 students got beginning in the 2012-2013 school year. ** Out of the 224 students that took the test, 206 students were fluent or almost fluent in English. According to these stats, ELD classes and the CELDT test, help with making an English learner’s proficiency in English almost as proficient as a native English speaker, making the system seem equal for everybody to succeed. But, what happens to the students when they move on to higher classes or come from another country and do not have the opportunity to take these classes. According to statistics published by http://www.pewhispanic.org/files/2007/06/2007-math-01.png, English language learners had the highest percent of students at below basic in English and math in 4th and 8th grade. Students that do not get to take ELD classes, often have lower test scores because
Due to the rise in immigration and the demographics of classrooms in America are changing. As a result, English Language Learners are becoming more common in schools. English Language Learners make up one of the largest demographics in the American Classroom (Flynn & Hill, 2005). These students have been observed to have a major achievement gap because many of these students are placed in mainstream classrooms with basic literacy skills. Many English Language Learners are born in the United States (Goldenberg, 2008). These students have only attended the school system in America. However, the achievement levels are nowhere near the level of their peers. According to Calderon, Slavin, and Sanchez (2011) “these students, who have been in U.S. schools since kindergarten, are still classified as limited English proficient when they reach middle or high school— suggesting strongly that preschool and elementary programs are not adequately addressing the needs of English learners.” The achievement gap between English Language Learners and native English speaking students is extremely high. English Language Learners tests scores are low. According to the 2007 National Assessment of Educational Progress, “fourth grade ELLs scored 36 points lower than their peers on the reading section of the test and 25 points below their peers in math. The results in eighth grade were worse with a difference of 42 points in reading and 37 points in math” (Goldenberg, 2008). The gap between ELLs and non-ELLs are three to eighteen points larger then students from low-income households.
... success by raising the bar in their industry, goal setting, and rewarding excellence. The reauthorization of the ESEA takes a cue from that sector and employs it into education. The blueprints approach for doing so is to strengthen instruction in reading comprehension and in our STEM subjects by improving standards that build toward college- and career-readiness. Expanding access to college coursework and other accelerated learning opportunities for students in high-need schools. Providing incentives for a Race to the Top among states and districts willing to take on ambitious, comprehensive reforms. Developing, validating, and scaling up promising and proven educational strate¬gies to improve student outcomes. Expanding educational options to increase choice within the public school system through high-performing new schools and meaningful public school choice.
Birman, Beatrice F., et al. "State And Local Implementation Of The "No Child Left Behind Act." Volume VIII--Teacher Quality Under "NCLB": Final Report." US Department Of Education (2009): ERIC. Web. 31 Mar. 2014.
How does a school prepare for high-stakes testing? NCLB was implemented to close the achievement gap between the wealthy and poor. There has been little improvement but there have been many changes in schools to close the gap. According to Berliner (2011), schools have implemented more time in the subject areas of math and English Language Arts (ELA) to increase test scores. Time has been cut from special areas such as, music, art, P.E., and recess to add more time to the “core” subject areas. Schools try to refrain from outside distractions. There are fewer assemblies, celebrations, field trips, etc. Even though these are significant and essential forms of teaching and students can learn from them; they may contain information that is not in the set standards that students will see on the test. This is very evident in my school. It is highly encouraged that we integrate history and ELA to have more time with ELA. In fact, it is one of the goals of our school. Our sp...
Because America is such a diverse country, public schools are faced with the challenge of providing students from all over the world with a quality education. As Chen points out “public schools have embraced the linguistic challenge presented by immigrant students” (¶1). Then, No Child Left Behind law was approved, and it required every public school should have an English Secondary Language (ESL) program that will provide the “academic support” for English Language Learners (ELLs). ELL parents are happy that their children are getting education help from the school, but it has raised the question of how successful are the ESL programs? Do ESL programs provide enough “academic support” to all ELL students? Do ESL programs have enough tools to help students learn English? Some ELL parents complain that ESL programs do not help their child learn English. A successful ESL program is not based solely on the test scores, but also the ability to connect parents, teachers, and students together to strengthen tools that will help ELL students to learn a new language in reading, writing, and speaking.
For decades now, there have been educational problems in the inner city schools in the United States. The schools inability to teach some students relates to the poor conditions in the public schools. Some of the conditions are the lack of funds that give students with the proper supplies, inexperienced teachers, inadequate resources, low testing scores and the crime-infested neighborhoods. These conditions have been an issue for centuries, but there is nothing being done about it. Yet, state and local governments focus on other priorities, including schools with better academics. It is fair to say that some schools need more attention than other does. However, when schools have no academic problems then the attention should be focused elsewhere, particularly in the inner city schools.
This required each state to develop a set of standards that each child would need to know in math and reading. The NCLB also required almost all of the students to be tested annually throughout elementary and middle school grades (Webb, Metha, Jordan 2013). The act also strived that all students would test at a proficient level by 2014. The impact of this decision was that the government would be more involved than ever before in how a school taught, what the school taught, and the requirements of outcomes. The downside impact of this was that states changed the proficiency levels over the years and there has been inconsistent data given when reported. In a report with control groups it is shown that there were changes before and after implementation of the NCLB (Ladd 2010). With that information one could conclude that the act was successful and should be further pursued along with
Education is an integral part of society, school helps children learn social norms as well as teach them how to be successful adults. The school systems in United States, however are failing their students. In the world as a whole, the United States is quickly falling behind other countries in important math and reading scores. The United States ranked thirtieth in math on a global scale and twentieth in literacy. This is even more true in more urban, lower socio-economic areas in the United States. These schools have lower test scores and high dropout rates. In Trenton Central High School West, there was an 83% proficiency in literacy and only 49% of the students were proficient in math. Many of these students come from minority backgrounds and are often from low income families. There are many issues surrounding these urban schools. There is a severe lack of proper funding in these districts, and much of the money they do receive is sanctioned for non-crucial things. Schools also need a certain level of individualization with their students, and in many urban classes, this simply does not happen. While there are many factors affecting the low performance of urban schools, the lack of proper funding and distribution of funds, the cultural divide between teachers and students in urban districts, along with the lack of individualization in urban classrooms are crucial reasons to explain the poor performance in these districts. Through a process of teacher lead budget committees and further teacher education, urban schools can be transformed and be better equipped to prepare their students for the global stage.
While some believe the common core state standards are an excellent initiative to prepare students for college –and career ready and improve students’ school achievement, because the requirements of the CCSS; whereas, some feel strongly that common core state standards does not prepare students for college –and career ready, that the needs is for quality teaching, not common standards, to improve students’ school achievement. As stated by Conley, “The common core state standards “organize and sequence content in ways that leads to all students being college and career ready, and they do so by focusing on key content and by setting high expectations” (2014). Therefore, this research paper will seek to explore some of the debates surrounded the common core state standards initiative and the roles the federal and intergovernmental
The Obama administration invited states to apply for ESEA Flexibility” (Wright, P.77). The NCLB act gave states flexibility regarding accountability. Each state was to write a proposal addressing school reform and accountability. These issues were addressed in the proposal: the college and career expectations and Common Core Standards for all students, state-developed differentiated recognition, accountability, support, and the supporting effective instruction and leadership. The text talks about how programs for ELL students must be based on sound educational theory. It also states that ELL programs need to be provided properly trained teachers, have adequate resources, and be evaluated. This would ensure that the program would be efficient in meeting the needs of the ELL
As the No Child Left Behind (NCLB) federal education policy begins to take precedence in our public schools, the impact of this reform that is designed to help the underachieving schools with minority children must be evaluated. The goal of NCLB is to
Each individual gets to a point in life whereby they assess their internal qualities, people reflect their profession aspirations and attempt to see which careers will make them happy in their lives. It is also important for a person to consider whether they have the qualities needed for a particular profession and also consider the available resources that will help him or her reach their set goals (Chafey, Rhea, Shannon, & Spencer, (1998). Every human being has weaknesses and strengths in their personal or professional aspirations. Having strength means that someone has the physical and mental power to perform things in a successful manner. On the other hand, weaknesses are the drawbacks, the inadequate lack of strength or power to accomplish important goals in life, and every human has some potential of being a leader in some way (American Association of Critical Care Nurses (2006). This paper will discuss the outcome results inventory on the nurse as a manager, it illustrates personal strength and weaknesses in relation to personal life and professional aspirations. The paper will also discuss planning for career, disciplines in personal expedition, practice