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Effects of the no child left behind act
Solution to the no child left behind
A nation at risk under the No Child Left Behind Act
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Recommended: Effects of the no child left behind act
Quality Control & Assurance
Introduction
In identifying the strategic goals of improving student achievement, the school environment, partnership of the community and school staff effectiveness, the “no-child-left-behind” initiative launched by the Ministry of Education (MoE) in Singapore has necessitated the aggregate collection of disparate data from hundreds of primary, secondary and tertiary institutions across the country. The quality of the data obtained from these myriad sources will determine the effectiveness of the initiative and hence demands a rigorous approach by the government of Singapore in collaboration with educational institutions, students, parents, academics and administrators towards policymaking and developing a sound technical architecture which can support the all encompassing strategic goals.
Issues
The “no-child-left-behind” initiative, while beneficial to society at large for gaining access to a wide body of data relating to the quality of education in the country’s academic institutions, also creates a strong incentive for these institutions to attempt to project a better standing of their student and faculty pools through manipulation of data in their information systems and other nefarious means. The MoE can refer in detail the issues plaguing the adoption of a similar policy in the USA, which resulted in institutions adopting dubious and reprehensible tactics to create an artificial illusion of
performance –
(a) Exaggerating test scores by lowering examination standards
(b) Selectively excluding students of certain classes, economic backgrounds and races
(c) Discriminating between students on the basis of their historical academic performance
Compounding the issue of the collection of q...
... middle of paper ...
...dge of experts can be combined to define rule checking algorithms in engines that can flag exceptions when applied against the data collected from institutions. For example, if it is known that the pass percentage of students from a certain district in Singapore is 70% for mid-semester examinations, a sudden spurt in the pass percentage figures between consecutive semesters should alert authorities to the possible supply of spurious data by some institutions in the latest semester.
Qualitative data such as the feedback from students about instructors can be aggregated using text mining tools to draw summarizing inferences.
Although the above framework considerably increases data quality and largely automates its assurance, it is recommended that periodic manual audits by government bodies be enforced on institutions to serve as an additional layer of supervision.
Rowe, K. (2000). Assessment, League Tables and School Effectiveness: Consider the Issues and “Let’s Get Real”!. Journal of Educational Enquiry, 1(1), 73-98.
The ability for all children from varying walks of life to receive a well-rounded education in America has become nothing more than a myth. In excerpt “The Essentials of a Good Education”, Diane Ravitch argues the government’s fanatical obsession with data based on test scores has ruined the education system across the country (107). In their eyes, students have faded from their eyes as individual hopefully, creative and full of spirit, and have become statistics on a data sheet, percentages on a pie chart, and numbers calculated to show the intelligence they have from filling out bubbles in a booklet. In order for schools to be able to provide a liberal education, they need the proper funding, which comes from the testing.
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
The report, Higher Education for American Democracy, triggered changes in federal policies and subsequently the universities followed suit. Members of the commission arg...
The No Child Left Behind Act was put into place to help disadvantaged students, educators and the education system reach their full potential and succeed in life. This Act also drove student achievement to reach its highest and to hold both states and schools more accountable for each student’s progress. They represented significant changes to the education landscape at the time and helped shift the country’s focus on education (U.S. Department of Education, 2001).
The United States of America has placed low on the educational ladder throughout the years. The cause of such a low ranking is due to such heavy emphasis on standardized testing and not individual student achievement. Although the United States uses standardized testing as a crutch, it is not an effective measure of a student’s ability, a teacher’s competency, or a school’s proficiency.
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.
The first issue that has been identified as a significant problem involved in the Achievement gap, is that it is partially the fault of America's educational system. Because of the suffering economy that has spurred the increasing lack of basic necessities in schools across America, there are an increasing number of children who are not being properly educated. Whether it is a deficiency in supplies, poor teacher selection, or administration and staff who are indifferent to the students at their sch...
Education is the foundation of American society. It empowers the youth of America to become the successful leaders this country needs for the future. Education has been one of America’s top priorities since 1965, when the Elementary and Secondary Education Act was passed. Now, education is controlled by the No Child Left Behind Act, which was launched in January 8, 2002. This act was passed with intentions from the government to provide Americans with a more superior education system. However, The No Child Left Behind Act carried many flaws which were left unseen to a vast majority of the public. This act limited American students by not allowing them to demonstrate their full academic potentials while proceeding in school. While the act was still fairly fresh, there was already evidence to prove that it had already gotten off to a bad beginning. For the crucial math and science courses, statistics showed minimal improvements which had begun around the time period in which the No Child Left Behind Act was passed. The act was also supported by a number of educators who voiced themselves by testifying against having the right to teach at their own free will. Teachers across America claimed that because of this new act, they felt a constant heaviness upon their shoulders from the state government to “Teach the test.”
In effort to maintain high education standards and being labeled a “Distinguished School”, the educators decided the best plan of action would be to change the student’s answers, due to the fact the students were not preforming to the level needed to pass to the next grade. The No Child Left behind Act of 2001 set measurable goals to improve education. Sadly in this case the standards set by government did not help the students it did a horrible disservice to the students. The educators did not teach or tutor the students when they fell behind. Changing the scores of students whom did not grasp the information and just passing them on sets them up for epic failure.
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
Rudalevige, A. (2003). The politics of No Child Left Behind. EducationNext, 3(4), 63-69. Retrieved from EducationNext: http://educationnext.org/the-politics-of-no-child-left-behind/
Education is an integral part of society, school helps children learn social norms as well as teach them how to be successful adults. The school systems in United States, however are failing their students. In the world as a whole, the United States is quickly falling behind other countries in important math and reading scores. The United States ranked thirtieth in math on a global scale and twentieth in literacy. This is even more true in more urban, lower socio-economic areas in the United States. These schools have lower test scores and high dropout rates. In Trenton Central High School West, there was an 83% proficiency in literacy and only 49% of the students were proficient in math. Many of these students come from minority backgrounds and are often from low income families. There are many issues surrounding these urban schools. There is a severe lack of proper funding in these districts, and much of the money they do receive is sanctioned for non-crucial things. Schools also need a certain level of individualization with their students, and in many urban classes, this simply does not happen. While there are many factors affecting the low performance of urban schools, the lack of proper funding and distribution of funds, the cultural divide between teachers and students in urban districts, along with the lack of individualization in urban classrooms are crucial reasons to explain the poor performance in these districts. Through a process of teacher lead budget committees and further teacher education, urban schools can be transformed and be better equipped to prepare their students for the global stage.
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.
When all stakeholders share similar core values and agree on the aims of education, reform efforts stand a better chance for success. Knowledge, skills, critical thinking, and citizenship are core values found at the heart of my beliefs for education. I also believe it is the aim of education to prepare students as contributing members of society. In schools where core values and education aims are revisited due to reform implementation, strategies are identified along with a plan for implementation, monitoring and evaluation. The federal government, state, districts, school leadership, teachers, students and parents all have significant responsibilities to make reform efforts a success.