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Multiple intelligence
No child left behind act in america
Essay on educational disparity
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In January of 2002, President George W. Bush signed on to the No Child Left Behind Act, which caused major reformation to the education world. Along with the changes to policy, it caused an upheaval among the people in the United States resulting in a riff between opposing perspectives. Two sides were taken: one in favor of the act and one against it. Although the goals are to "ensure academic progress and academic equality for all students" (Schmidt), not everybody sees it that way. Ultimately, the No Child Left Behind Act provides both good and bad qualities to education in America, so it comes down to a matter of priorities. The first side in the argument is the side that is in favor of the act, and more specifically, the side that …show more content…
The main reason for this opposition is because of a controversy when it comes to the academic yearly progress (AYP) and annual measurable objective (AMO). The AYP is how much progress a school has made during the year based on standardized tests and the AMO is the target score that every school is expected to reach for the year (Schmidt p. 22). The controversy comes into play with the subgroup provision of the NCLB, which is "the requirement for each state's assessment system to separate the scores of their subgroups" (Schmidt p. 22) and subgroups are "students who are classified as disadvantaged by race, socioeconomic status and learning disability"(Schmidt p. 21). The schools who have a significant amount of subgroups have a disadvantage, though, because they are at a higher risk for federal sanctions (Schmidt p. …show more content…
The controversy here is that studies have been done to show that there is a theory of multiple intelligence. The study shows that there are nine different types of learning and intelligences, but the standardized tests only test on the logical-mathematical and linguistics portions (Gardner). In other words, kids could appear unintelligent because they don't do well on the standardized tests, but they might excel in a different type of intelligence, such as musical or existential. These kids will only ever appear unintelligent to the state, though, because you can't tell from a standardized test that a child is intelligent in any other category besides logical-mathematical and linguistics, causing a bias
Even with the negative and positive functions of No Child Left Behind, there are many areas that still need to ironed out. Under the Obama administration several states have received a waiver from No Child Left Behind, “with this waiver students will still be tested annually. But starting this fall, schools in those states will no longer face the same prescriptive actions spelled out under No Child Left Behind” (Feller & Hefling, 2012). Since 2007, the law has been up for review, but due to opponents of the law there has not been an agreement reached and the law continues to stress our schools and children out. We can only hope that when this law is reviewed and agreed upon that it really is in the best interest of our children and the nation as a whole.
The implementation of the No Child Left Behind Act applied a market approach to school reform as a way of improving the school system. This new law promised an era of high standards, testing, and accountability in
Neill, Monty. "The No Child Left Behind Act Is Not Improving Education." Education: Opposing Viewpoints. New York: Greenhaven, 2005. 162-68. Print.
Another major criticism of the “No Child Left Behind” deals with the implications of using a standardized test as means of assessing achievement.
Three years after the No Child Left Behind Act (NCLB) moved into our schools there is a great deal of controversy that questions whether the act implemented by President George W. Bush is helping or hurting an already suffering school system. There are many dimensions of the NCLB act that have been questioned over the past three years; the fair assessment of students with disabilities is one of them. As the National Center for Fair & Open Testing (NCFOT) reported, the public relations aspect of this act is strong.
Horsey’s cartoon captures an exaggerated view of what most public school classrooms look like today. With these exaggerations, Horsey is successful in demonstrating the apparent contrast in the ways the arts are treated in comparison to how standardized tests are treated. The machines on some children’s heads shows what schools want students to think about, tests and what they need to do to pass. This illustrates the issues of the current No Child Left Behind laws and epitomizes the way schools and students think.
...erformance. The biggest issue seems to be accountability, which is an important aspect to students, teachers, and school boards. The final issue deals with the goal for 2014. To predict that 100% of students would be college-ready by this year is impossible. Some students will always need help- this is a simple statement that must be first understood before setting realistic goals. Additionally, some students will always be ahead. The goals of this act were farfetched, and should have been viewed as impossible from the beginning. Governer Rick Scott believes these misunderstandings provide a chance to gain “more local control” (2012, Armario) which he is very “enthusiastic about” (2012, Armario). The No Child Left Behind Act was started with high hopes that were never fully accomplished, but I believe that it can be successful after modifications and reevaluations.
No Child Left Behind (NCLB) is currently the educational policy in the United States. Prior to NCLB the educational policies in effect were “A Nation at Risk, in 1987 America 2000, and a few years later with Goals 2000” (Eisner, 2001, p.21). No Child Left Behind is a test based accountability system used in schools to measure their performance holding the districts, administrators and teachers liable and accountable for the outcomes. Supovitz (2009) States that No Child Left Behind was a major reform initiative intended to bring about widespread improvements in student performance and reduce inequities between ethnic groups and other traditionally under-served populations like economically disadvantaged students, students from major racial
Since the No Child Left Behind Act has come into effect, it has caused some concerns with teachers and parents alike on how well it is working for the students. There have been issues to be addressed and instead been overlooked. Because in “Is No Child Left Behind Effective For All Students?” Parents Don’t Think So, a school who fails to meet Adequate Yearly Progress (AYP) for four or more years is considered under corrective action and the state board must make serious changes to the school. Randolph and Wilson-Younger, (Oct. 22, 2012). Our government has offered states the chance to waive requirements but the states have to make specific reforms in exchange for flexibility. During the first round of waivers offered, 11 states applied. The states had to fill out applications. Each state must put in an application for a waiver and if a state receives a wavier it will last for two years and then they can reapply. These waivers are needed because the No Child Left Behind is broken. The laws can identify which schools that are in need of improvement based on their achievement targets. The law prescribes interventions but the interventions are not working as well as they could be. Lawmakers have proposed to move a bill to the Senate or House floor. However, the Republicans had p...
“Making the Grade,” which was published in the Salt Lake Tribune in September of this year, is an article arguing the negative sides of the No Child Left Behind Act. Through this article, a majority of the discussion regarded the budgeting involved with NCLB. This article calls No Child Left Behind a “one-size-fits-all formula for improving education in America” (Making the Grade). According to President Bush, the NCLB Act is “’the cornerstone’ of his administration” (Salt Lake Tribune). Like with any legislation, however, come both positive and negative sides.
Gardner’s Theory of Multiple Intelligence focuses more on how numerical expressions of human intelligence are not a full and accurate depiction of people’s abilities (McFarlane, 2011). He includes and describes eight intelligences that are based on skills and abilities that are valued within different cultures. The eight intelligences include visual-spatial (e.g. sailor navigating with no navigational systems), verbal-linguistic (e.g. poets, writers, orators, and communicators), bodily-kinesthetic (e.g. dancers, athletes, surgeons, craftspeople), logical-mathematical (e.g. mathematicians and logicians), interpersonal(e.g. salespeople, teachers, clinicians, politicians, and religious leaders), musical (e.g. musicians and
The achievement gap is greatly evident and impacts the low-income, minority students the most. Although the federal government attempted to resolve this problem with No Child Left Behind, the social problem is still evident. As there is still much pressure on standardized tests and annual reports, reformation is needed. No Child Left Behind has proven to be inadequate and rather highlights the urgency for education reform. Although the act is called “No Child Left Behind,” an appropriate title would have been “Education Left Behind.” More than focusing on test scores, education should prepare students in how to contribute to
The No Child Left Behind Act, a federal social program that tries to encourages after school programs should be eliminated and the extra funds given to schools to decide where it goes.
Lee, Oliver. "Does No Child Left Behind Deserve a Passing Grade?" TakePart. N.p., 6 June 2012. Web. 15 Mar. 2014.
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.