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Changes in the education system
Reforms and changes in the education system
The importance of teaching English language
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Recommended: Changes in the education system
Over the last twenty years, America’s Public Educational system has changed their teaching policy directions to focus more on standards-based instruction. Laturnau (2001) states, “Standards-based instruction (SBI) is at the forefront of education reform because it presents a way to ensure that all students are exposed to challenging curricula and prepared to contribute positively to an increasingly complex world.” During the Clinton administration in the year 1994, there was a reauthorization of the Elementary and Secondary Education Act (ESEA) which begun this strong move towards SBI. The SBI idea was then continued on under the Bush administration through the passing of the No Child Left Behind Act (NCLB) of 2001. Shepard, Hannaway, & Baker (2009) write “In a recent survey of policy makers, standards were acknowledged as the central framework guiding state education policy.” The standards-based instruction idea is one that requires states to exclude no particular student and also includes guidelines for evaluating the educators that the American people trust to teach our future generations to be sure that no child is left behind and every student academically succeeds.
Arizona’s English learner standards can be used as a guide for differentiating instruction by incorporating English language learner (ELL) activities and manipulating lesson planning to include ELL learning components that are equivalent to the English learner components. On the Arizona’s department of education website (www.azed.gov), they do a great job of breaking down the standards for each academic area by grade levels. For example… If I were a kindergarten teacher interested in educating my students about the art of dance, I would download ...
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... did not matter to them how each teacher taught or what tools they used to teach SBI. As long as their students met their academic goals and stayed on task towards achieving their promotion to the next grade, this is all that mattered to them at the end of their work day.
Works Cited
Laturnau, J. (2001). Standards-Based Instruction for English Language Learners. Pacific Resources for Education and Learning. Retrieved on March 18, 2012 from: http://www.prel.org/products/pc_/standards-based.htm
Shepard, L. & Hannaway, J. & Baker, E. (2009). Standards, Assessments, and Accountability: Education Policy White Paper. National Academy of Education. Retrieved on March 18, 2012 from: http://www.naeducation.org/Standards_Assessments_Accountability_White_Paper.pdf
Web Links
www.azed.gov
www.smilemakers.com
www.pbs.org
www.thirteen.org
www.teachingtips.com
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
Current educational policy and practice asserts that increased standardized student testing is the key to improving student learning and is the most appropriate means for holding individual schools and teachers accountable for student learning. Instead, it has become a tool solely for summarizing what students have learned and for ranking students and schools. The problem is standardized tests cannot provide the information about student achievement that teachers and students need day-to-day. Classroom assessment can provide this kind of information.
Another major criticism of the “No Child Left Behind” deals with the implications of using a standardized test as means of assessing achievement.
Flynn, K. & Hill, J. (2005). English language learners: A growing population. Mid-Research For Education And Learning, 1-11.
The proposed Reauthorization of the Elementary and Secondary Education Act identifies key factors for college and career-ready students. The act asks that states adopt rigorous college and career ready standards in English/language arts and mathematics along with assessments aligned to these standards. In June of 2010, the NGA Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO) released the Common Core State Standards which 45 out of 50 states have currently adopted. Additionally, states are required to develop a system of accountability that rewards successful schools, requires interventions for the lowest-perfor...
In Arizona, high schools require their students to take the AIMS (Arizona’s Instrument to Measure Standards) tests and pass them in order in progress out of high school. Arizonan students must now pass reading, writing, and math and science tests. Many schools have integrated an extra class for students to prepare for taking the tests. Students in these classes can receive either a pass or fail for the course. The original reason and importance for having these tests was to ensure that all students are meeting the standards of education in those tested subjects by the time they graduate. Having more research done about statistics and percentages on opposition and stances on proficiency testing would make an impact in the way schools would continue standardized testing, not only in high schools, but elementary schools as well. Since there is little investigation and research that has been done, there is not a strong voice from the teachers, parents, or students on this subject.
The Common Core State Standards (CCSS) has caused a shift on what will be focused on in the classroom. These shifts not only affect the mainstream classroom, but the ESL (English as a Second Language) classroom as well. The major change for the ESL classroom and for English Language Learners (ELLs) is a new focus on grade appropriate content area knowledge, instead of just English language proficiency. According to Coleman and Goldenberg (2012), there is little acknowledgement of support for English Language Learners in the CCSS. ESL teachers may or may not feel prepared to teach according to the CCSS. They may also have issues in understanding what the Common Core means for them. One main issue is that the CCSS will dramatically change how ELL and LEP (Limited English Proficiency) populations are taught. It is not the first, and will not be the last attempts to standardize education in the United States.
Politicians claim that Accountability is needed. Dylan Wiliam wrote that “The logic of accountability is deceptively simple”(110) He goes on to say that “students attending higher quality schools will (by definition) have higher achievement than those attending lower quality schools, so that the differences in quality of schools will result in systematic differences in achievement between schools”(110). Yes indeed accountability is needed. It is needed for those who pay for education (tax payers) and the people who are educated (the students). The institutions that regulate education should be held accountable for the policies they enact as well as the government that approved those actions. “Of the total variance in mathematics achievement of 15-year-olds in the United States in 2004 only 8% was attributable to the actual quality of the education provided by the school, the results in science are similar” (111). This is an indictment of the American school system, it points out that standardized testing is in fact inaccurate and unnecessary.
The No Child Left Behind Act (NCLB) is bringing down the American education system for the sake of academic competition with other countries that use better methods. This country hasn’t changed its methods in decades. By addressing different aspects of the problem, it can be solved more efficiently and quickly. Three different aspects will be addressed here: what the American education system already does, what other countries are doing (as well as cultural differences), and what we should be doing. What we should be doing is a general combination of what other successful countries are doing, taking advice from experienced educators, and abolishing stressful, unnecessary practices.
Tchudi, Susan J, and Stephen Tchudi. The English Language Arts Handbook: Classroom Strategies for Teachers. Portsmouth, NH: Boynton/Cook, 1999. Print.
After viewing the panel discussion about how our local school districts have implemented English Language Learning in their school, I am very intrigued. From what I gathered the field of ELL is a growing industry in education, especially in Colorado Springs. We have ELL’s students coming from all over the world. Here in Colorado Springs alone, school districts have to accommodate for over fifty different languages spoken by ELL’s. I can only imagine the challenge that comes with such a diverse group of non- English speakers in our community schools.
In 2002, President George W. Bush passed the “No Child Left Behind Act” which tied in schools’ public funding to standardized tests and enforced the tests in elementary and high schools every year by state education departments. This law also began to put more emphasize on standardized tests which has diminished our level of education and the law “made standardized test scores the primary measure of school quality” (Diane Ravitch 28). Bush hoped this law motivated more students to do well on these exams and teachers to help them prepare better, but it ended up hurting many schools in the process. These exams like the Texas Assessment of Knowledge and Skills (TAKS) should not play such a prominent role in schooling and the government should not make tests the main focal point.
Thomas, Wayne P., and Virginia P. Collier. "Accelerated Schooling for English Language Learners." Educational Leadership (Apr.99): 46-49.
Wiley, T.G., & Rolstad, K. (2014). The Common Core State Standards and The Great Divide. International Multilingual Research Journal, 8(1),
Education is a vital tool for lifelong success but there are many areas of concern in the current system of public education. Education reform has been a constant occurrence since the No Child Left Behind Act of 2001. Every year, specialists develop