Carter G. Woodson, the father of Black History once wrote, “If you can control a man's thinking you do not have to worry about his action. When you determine what a man shall think you do not have to concern yourself about what he will do”. During the 19th and early 20th centuries segregation in American public schools was part of the norm and many black schools were inferior to white schools. In the early 1950s, Brown v. Board of Education, a poignant case in the fight for the desegregation of schools was presented to the U.S District Court for the District of Kansas. The defense ruled that “segregated schools simply prepared black children for the segregation they would face during adulthood.” After great deliberation, the court ruled in favor of the plaintiffs banishing the “separate but equal” rule, making it unethical to allow segregation in public schools. Desegregation did not integrate the schools, instead it removed the educational curricula for schools, paralyzing the educational system and victimizing children both black and white. This desegregation created a new kind of segregation, one that will determine the future of young minds and undermine the ability of minority children branding them average or low-achieving. In the struggle for quality education, school professionals and experts limit educational progressiveness using tracking and no child left behind. In the late 1950s, Carl Hansen associate superintendent of all high schools and desegregation advocate released a report of test scores showing a wide range in high school student performances; this report will be the beginning of tracking or ability grouping. According to Hansen, the objectives of tracking were “the attainment of quality education” and “the... ... middle of paper ... ... . 5. Yettick, Holly R. "Hobson v. Hansen." Higher Education Law. Education Law, 16 Feb. 2012. Web. 26 Feb. 2012. . 6. Linn, Robert L. "Accountability Systems: Implications of Requirements of the No Child Left Behind Act of 2001." Educational Researcher. Sage Publications, Aug. 2002. Web. 26 Feb. 2012. . 7. Klien, Alyson. "No Child Left Behind." Research Center:. Education Weekly, 19 Sept. 2011. Web. 26 Feb. 2012. . 8. Meier, Deborah, and George H. Wood. "Inequality in Education." Many Children Left Behind: How the No Child Left Behind Act Is Damaging Our Children and Our Schools. Boston: Beacon, 2004. 6-13. Print.
Neill, Monty. "The No Child Left Behind Act Is Not Improving Education." Education: Opposing Viewpoints. New York: Greenhaven, 2005. 162-68. Print.
Before the decision of Brown v. Board of Education, many people accepted school segregation and, in most of the southern states, required segregation. Schools during this time were supposed to uphold the “separate but equal” standard set during the 1896 case of Plessy v. Ferguson; however, most, if not all, of the “black” schools were not comparable to the “white” schools. The resources the “white” schools had available definitely exceed the resources given to “black” schools not only in quantity, but also in quality. Brown v. Board of Education was not the first case that assaulted the public school segregation in the south. The title of the case was shortened from Oliver Brown ET. Al. v. the Board of Education of Topeka Kansas. The official titled included reference to the other twelve cases that were started in the early 1950’s that came from South Carolina, Virginia, Delaware and the District of Columbia. The case carried Oliver Brown’s name because he was the only male parent fighting for integration. The case of Brown v. Board o...
African Americans are still facing segregation today that was thought to have ended many years ago. Brown v. Board of Education declared the decision of having separate schools for black and white students to be unconstitutional. As Brown v. Board of Education launches its case, we see how it sets the infrastructure to end racial segregation in all public spaces. Today, Brown v. Board of Education has made changes to our educational system and democracy, but hasn’t succeeded to end racial segregation due to the cases still being seen today. Brown v. Board of Education to this day remains one of the most important cases that African Americans have brought to the surface for the good of the United States. Brown v. Board of Education didn’t just focus on children and education, it also focused on how important equality is even when society claimed that African Americans were treated equal, when they weren’t. This was the case that opened the eyes of many American’s to notice that the separate but equal strategy was in fact unlawful.
Rudalevige, A. (2003). The politics of No Child Left Behind. EducationNext, 3(4), 63-69. Retrieved from EducationNext: http://educationnext.org/the-politics-of-no-child-left-behind/
Simpson, Richard L., Paul G. LaCava, and Patricia Sampson Graner. "Intervention in School & Clinic." The No Child Left Behind Act: Challenges and Implications for Educators. 40 (2004): 67. eLibrary. Web. 30 Oct. 2013.
Maleyko, Glenn, and Marytza A. Gawlik. "No Child Left Behind: What We Know And What We Need To Know." Education 131.3 (2011): 600-624. Academic Search Elite. Web. 28 Feb. 2014.
The purpose of this paper is to elaborate on the No Child Left Behind Act, and how the accountability of testing subgroup provisions may play a major role on the responsibilities of a student’ education. The paper also focuses on what information parents are receiving to actually know how their student(s) are performing in class and whether each student’s performance is within state compliance with NCLB.
The Supreme Court is perhaps most well known for the Brown vs. Board of Education decision in 1954. By declaring that segregation in schools was unconstitutional, Kevern Verney says a ‘direct reversal of the Plessy … ruling’1 58 years earlier was affected. It was Plessy which gave southern states the authority to continue persecuting African-Americans for the next sixty years. The first positive aspect of Brown was was the actual integration of white and black students in schools. Unfortunately, this was not carried out to a suitable degree, with many local authorities feeling no obligation to change the status quo. The Supreme Court did issue a second ruling, the so called Brown 2, in 1955. This forwarded the idea that integration should proceed 'with all deliberate speed', but James T. Patterson tells us even by 1964 ‘only an estimated 1.2% of black children ... attended public schools with white children’2. This demonstrates that, although the Supreme Court was working for Civil Rights, it was still unable to force change. Rathbone agrees, saying the Supreme Court ‘did not do enough to ensure compliance’3. However, Patterson goes on to say that ‘the case did have some impact’4. He explains how the ruling, although often ignored, acted ‘relatively quickly in most of the boarder s...
Ashby, Cornelia M. No Child Left Behind Act. [Electronic Resource] : Education Assistance Could Help States Better Measure Progress Of Students With Limited English Proficiency : Testimony Before The Subcommittee On Early Childhood, Elementary And Secondary Education, Committee On Education And Labor, House Of Representatives. n.p.: [Washington, D.C.] : U.S. Govt. Accountability Office, [2007], 2007. University of Alabama Libraries’ Classic Catalog. Web. 22 Feb. 2016.
U.S. Department of Education. (2006). No Child Left Behind executive summary report. Retrieved September 14, 2006 from http://www.ed.gov/nclb/overview/intro/execsumm.html
Segregation in schools is real, it’s happening, and it’s not subtle. Brown VS the Board of Education, the groundbreaking case that ended the
In society, education can be seen as a foundation for success. Education prepares people for their careers and allows them to contribute to society efficiently. However, there is an achievement gap in education, especially between Hispanics and Blacks. In other words, there is education inequality between these minorities and white students. This achievement gap is a social problem in the education system since this is affecting many schools in the United States. As a response to this social problem, the No Child Left Behind Act was passed to assist in closing this achievement gap by holding schools more accountable for the students’ progress. Unsuccessful, the No Child Left Behind Act was ineffective as a social response since schools were pushed to produce high test scores in order to show a student’s academic progress which in turn, pressured teachers and students even more to do well on these tests.
The. Meier, Deborah, and George H. Wood. Many Children Left Behind: How the No Child Left Behind Act Is Damaging Our Children and Our Schools. Boston: The Beacon, 2004. Print.
Retrieved from http://search.proquest.com/docview/62047086?accountid=14789. Hursh, D. (2007). The 'Standard'. Exacerbating inequality: The failed promise of the no child left behind act. Race, Ethnicity and Education,10(3), 295-308.
School systems need to stop focusing on communistic equality and start focusing on diversity and individuality. The No Child Left Behind program has many flaws. One of its biggest is the form of learning. In “NO CHILD LEFT BEHIND” AFTER SIX YEARS: AN ESCALATING TRACK RECORD OF FAILURE, the team of Fairtest stated,