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Ravitch justly describes No Child Left Behind as failed law. She notes that, though the intentions were good and well meaning, the results were just the opposite. Why was this? Well, as ravitch puts it, NCLB was a “punitive law based on erroneous assumptions about how to improve schools.” It assumed that reporting test scores to the public would be an effective lever for school reform, changes in governance would lead to school improvement, shaming schools that were unable to lift test scores every year (and the people who work in them) would lead to higher scores, low scores were caused by lazy teachers and lazy principals, and that higher test scores are synonymous with good education. So, what is the solution? Let us look to New Orleans.
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
Ture education is when a child is given the needed skills to achieve their goals and survive the world. Teachers are meant to teach in a respectable manner and try in their utmost ability to help the students become knowledgeable of the world and skills in certain subjects. In the United States, the education system is purpose is this, but is not reaching it’s purpose, instead the country is leading to it’s own downfall. To others, the education system is a work in progress so it’s expected to be slightly off the goal of a true education. Although some may believe that the education system is a work in progress, even with the added “improvements” of the Common Core Standards, it is a broken system and doesn’t reach the
The problem is that there are not enough high quality schools in all areas especially the ones that have low income families. The NCLB did get more kids in school, but it does not mean that they actually received a quality education or even graduated for that matter. Although, there are great teachers working at public schools; there are also too many bad ones. They are the kind of teachers who do not actually care if their students learn the material they are teaching, and are only really there for the paycheck. As for the NCLB act it was more of a never ending failing cycle. First off the act states that people are able to choose what school they want to go to when that clearly is not the case because each city has district lines. Then the act claims that all schools have to do is apply for grants and ask for money from the government or they can get money based off of the schools’ test scores. When these schools in bad neighborhoods have no money to implement programs to help students do better in school, and in turn they cannot get any money because they are not meeting the state’s standards. That is how this act becomes a failing cycle, and is only able to actually work for the nice public schools because they are the ones meeting the state’s standards which meaning they are more likely to receive any money or grants from the government. Yes, we are
...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.
The law was supposed to make sure that poor children weren’t being left behind. To make sure kids were learning the federal government placed a heavy emphasis on standardized tests. According to chukka the law didn’t do much to close the educational gap between poor students and students who weren’t poor. However the law did force many urban schools to close because they were not meeting federal educational guidelines . Chukka also said “Instead of teaching students to learn the No Child Left Behind law forced teachers to teach to a test because they were being evaluated along with the students”. They wants us to believe everyone has the same opportunity, but the law in my eyes did nothing to fix our unbalanced educational system. When you know and understand all the problems poverty causes on children’s education it 's no surprise when you find out gut wrenching statistics. Cook says” I learned that African American students entering kindergarten for the first time score lower than their white counterparts in reading, mathematics, science, cognitive flexibility and approaches to learning in every category tested. Also African American children are more likely to be held behind in kindergarten. Once a kid things he/she can 't compete with others because they are not smarter, he/she will
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
At a time of wide public concern about the state of education, the legislation sets in place requirements that reach into virtually every public school in America. The law emphasizes accountability, teacher quality, parent choice, improved teaching methods, and flexibility. (Correa) Strict requirements and deadlines have been set for states to expand the scope and frequency of student testing, revamp their accountability system and guarantee that every classroom is staffed by a ?highly qualified? teacher in his or her own subject area. (I ed) The plan also mandates annual student testing in reading and math by 2005, and requires all school districts to allow students in consistently low-performing schools to transfer to higher performing schools, at the districts expense. (Hull) From year to year, states are required to improve the quality of their schools. No Child Left Behind has expanded the federal ...
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...
Rushton talks about the funding for the No Child Left Behind is being held back if the students don’t do well on the standardized tests. So if the students don’t do well on the testing the teachers are being affected in the way of how much they are getting paid, also affects the school districts funding. This is encouraging the teachers not to teach the way they should, but they are teaching in the way of let’s just make the students do well on the standardized tests. In this article Rushton talks about how the brain of the student learns. Rushton talks about how the pre-frontal lobe is responsible for the thinking skills, creativity, and also making judgments. For the students that are taking the standardized test they may not have this area all the way developed, and that could be one of the major reasons that the teachers are not make the criteria of the test scores. If that is happening should the teachers really be counted responsible for what the student is not learning? Teachers need to create the environment where the students can grow at their own independent rate. “Effective teachers support brain development by encouraging children to make discoveries in well-planned environments that support student autonomy” (Rushton 89). The NCLB provides the funding for the school districts that make the grades on the standardized test but the schools that don’t make the grade has a disadvantage because then the NCLB doesn’t give the funding to the schools. “Research has shown that the teachers employed at low-preforming schools often are less qualified teachers while the students may have less extensive academic preparation” (Rushton 91). The connection in this resource is that it may not be the teacher’s fault...
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.
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.
Everyday school systems lose children’s attention and enthusiasm. When compared to National data, the No Child Left Behind law can be successful, but in the long run, it fails from the lack of creativity. In The Impact of No Child Left Behind on Students, Teachers, and Schools, the article states, “using data from a low stakes exam fielded in seven states over a 4-year period, identify the achievement consequences of NCLB” (Ballou & Springer, 160). Some of these consequences is only taking scores from certain grades and putting them towards the schools credibility. For instance the NCLB could take fourth grade reading scores, but not take fifth grade scores. This would not only leave a gap in the schools data, but could also potentially harm the schools reliability. Overall the NCLB is not accurate, nor is it credible. With all the gaps in data and the scores being lower than other international scores, the No Child Left Behind law needs to be
The No Child Left Behind Act was set into place with the goal to improve student performance in school, and close the achievement gap between students; as Stecher, Vernez, and Steinburg state, “When congress passed the No Child Left Behind Act of 2001 (NCLB), it established an ambitious goal for the nation’s states, districts, and schools: All children will be proficient in reading and mathematics by the 2013-2014 school year” (1). While the No Child Left Behind Act was implemented with good intentions, the act itself is one of the main reasons the United States is falling behind in educational rankings. One of the most common complaints of parents surrounding the No Child Left Behind Act is the weakest link factor: the weakest student sets the pace in the classroom. The weakest student...
As Rodney Paige, former Secretary of Education, said, “We have an educational emergency in the United States of America” (Hursh, 2007). The American ideal of egalitarianism essentially states that individuals should have an equal opportunity to pursue their dreams, and an important part of being able to achieve this is attaining a quality education. Students of differing racial, cultural, socioeconomic, and ability levels should all have the same opportunities in receiving a high-quality education. Unfortunately, this is not the case. The No Child Left Behind Act (NCLB) is seeking to change this. The NCLB is the current authorization of the Elementary and Secondary Education Act (ESEA) (Houston, 2007), which was passed during President Lyndon B. Johnson’s administration. Every five years the ESEA is renewed. It is currently due for renewal in 2014.