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No child left behind act in america
Effects of no child left behind
Review of the no child left behind act
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Most educators and parents would desire an educational system where all students receive a balanced education that will afford all students the ability to compete in our ever changing society. This desire is great among students who live in economically challenged environments and those who attend poor schools. These students are at most risk of receiving a a proper education. This is partly due to lack of funding, and the inability for those poor schools to afford highly qualified teachers. Much controversy stems from this issue, poor schools not being able to afford highly trained teachers, students not having access to improved curriculums and extraordinary dropout rates. In an effort to combat these issues, the Bush administration implemented an act that purported to help schools to receive necessary funding for qualified teachers and to close the racial and ethnic gaps, known as the No Child Left Behind Act (NCLBA). However, the NCLBA failed to deliver on its promises and left already struggling schools and children in disarray attempting to reach government mandates rather than ensuring a balanced education for every student.
The NCLBA was enacted into law in 2002, with the notion in mind that poor schools would gain the ability access to highly qualified teachers and programs by reaching an Adequate Yearly Progress (AYP). The AYP is a standard set by each state that schools must meet in order to receive the government funding. The AYP uses standardized tests scores and graduation rates as its basis in determining whether or not a school will be deemed as well performing, in need of improvement or deemed as failing. Using the standards set by the AYP, the government has the ability to fund schools that perform well an...
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...anguage instruction for limited English proficient and immigrant students. 107th Congress, 1st Session.
Bush, G. W. (2001). No child left behind.
Darling‐Hammond, L. (2007). Race, inequality and educational accountability: The irony of ‘No Child Left Behind’. Race Ethnicity and Education, 10(3), 245-260.
Dietz, S., & Center on Education, P. (2010). How Many Schools Have Not Made Adequate Yearly Progress under the No Child Left Behind Act? Center on Education Policy.
Ravitch, D. (2009). Time to Kill "No Child Left Behind". Education Digest: Essential Readings Condensed For Quick Review, 75(1), 4-6.
Randolph, K., & Wilson-Younger, D. (2012). "Is No Child Left Behind Effective For All Students?" Parents Don't Think So. Online Submission.
Spellings, M. (2007). Building on Results: A Blueprint for Strengthening the" No Child Left Behind Act". US Department of Education.
The article I chose to research is entitled Cultural Code-Switching: Straddling the Achievement Gap by Jennifer Morton. It was published in September 2014 and placed in the journal of political philosophy, with regards to education as well. The goal of the article was to point out the inequality that comes with the educational achievement gap and how to begin to fix the issue that has arisen. Morton explains that political, institutional, and structural factors lead to the segregation of poverty in minority communities because of their lack of access to educational and health service, reliable public transportation, and job (Morton 275).
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.
It has often been said, that high quality education is a privilege base on Race and ethnicity. Let’s take Susan’s example, an enthusiastic Mexican teen who aspires to be a lawyer. She came to the U.S. when she was only twelve, she has work twice as harder
“No Child Left Behind Funding”. Federal Education Budget Project. New America Foundation, 10 July 2013. Web. 28 Oct 2013.
"Is No Child Left Behind Effective For All Students?" Parents Don't Think So, Randolph, Kelli; Wilson-Younger, Dylinda,Online Submission 6 pp. 2012
Making the NCLB Act effective is quite a chore for the federal and state legislation. The positive influences for the act are quite controversial. Accountability standards are set and measured on a yearly basis by each individual state. The educator’s qualifications and standards are also state and federally mandated. Reading, math and writing are the key academic subjects that are measured. The goal is to close the gap among race, socioeconomic groups, and disabled students. The schools tend to focus on these areas, while they direct the education toward the test taking success rather than the child’s needs. Parents are given a whole academic achievement picture when receiving the test scores.
“No Child Left Behind.” Education Week. Editorial Projects in Education, 19 Sep. 2011. Web. 14 Apr. 2012.
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.
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
Stipek, D. (2006). No child left behind comes to preschool. The Elementary School Journal, 106(5), 455-466.
The No Child Left Behind Act (NCLBA) deals with student achievement standards by holding schools accountable for the achievement of their students (Implementation 11). The NCLBA uses standardized tests to chart the success of students. If students are not meeting standards, the school is required to offer tutoring, which is funded by the state with Title I, the education mandate passed in which granted all public schools access to federal grants, money (No Subject 7). The Act itself is not the problem; the problem is that the Adequate Yearly Progress (AYP) standard which is a big part of the NCLBA is not being met. The AYP standard is not being met because schools are not changing their methods quickly enough. It was said in the NCLBA that schools nationwide were to have 100% proficiency of the AYP standard within 12 years (Implementation 9). Since the passing of the NCLBA in 2001, most public schools, nationwide have not improved at all.