Nclb Thesis

1163 Words3 Pages

Abstract
This article examines the impacts of the No Child Left Behind (NCLB) Act on minority youth by analyzing four ethnographic studies. Through qualitative approaches, the analysis reports immediate problems of practice as well as broad theoretical questions related to NCLB. Nuances in teacher pedagogy, curricular instruction, cultures, communities, and political influences that cannot be captured in reviews of purely quantitative data are revealed in this study.

The Problem
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 …show more content…

After discussing the need for more research, the committee decided to invite the editors of leading education journals to come together to discuss the need for formal research of NCLB. Due to the NCLB being highly under researched, all agreed that it would be beneficial to conduct studies and report on the different results of the federal law.
The three education professors recognized the need for more research regarding NCLB which led to the development of a plan to use scholarly findings and share them with the public. They wanted to include the community in future national policy …show more content…

The ultimate goal is to eliminate the achievement gap between white, middle-class youth and U.S. ethnic minorities. This study examined key concerns about how and whether the law is able to meet these goals and also brings up concerns that focus on how children, teachers, curriculum and instruction, and school- and district-level processes will be affected. The study revealed that NCLB was designed to be efficient and set classroom criteria but it does not motivate the students most in need. Under NCLB, performance is based solely on test scores. This along with other research produced from the study, provided insight into relationships, teaching, leadership roles, and policies that work for and against the success of those deemed most in need. The lack of qualitative studies examining the effects of NCLB in classrooms, schools, or districts that serve minority students should be brought to the attention of policymakers and practitioners. Policy makers and implementers of NCLB guidelines should seek out the data from such studies, like this article, before and while setting their policy agendas and when determining the best pedagogy and strategies that work for minority

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