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Assess parental responsibility essay
History of parent involvement and academic performance
History of parent involvement and academic performance
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Parents for Public Schools Today, the push for more accountability of student performance changed how assessment will be measured and judged in public schools. Not only will students be assessed through test scores, but also through attendance, school work, and observations. Parents hold the schools responsible for the advancement of their students’ knowledge. Different tests are given to measure their intelligence level which is either used to compare one student to another or measure their performance based on a pre-existing body of knowledge. The scores from the tests help the schools determine the advancement of a student from grade to grade, additional educational help, and graduation. Accountability needs to apply to everyone, including the administrators, teachers, and students. Schools are put under the pressure of meeting standards that maintain the students’ current level of intelligence. When placed in a classroom of varying levels of knowledge the teacher must teach at a level that all students can understand. The government and higher administration hold the schools responsible for the advancement of a student’s intelligence, while the teachers hold the students responsible for their performance. Yet, the state and district also hold the students responsible for their grades, courses, school work, test scores, and attendance. Therefore, a student is held accountable for their education from all aspects....
Education” by Russell Baker, the author argued that many student futures are based off of a test score - whether that test is a state-regulated test or a test required for admission to college. Society measures what we learn by tests and schools receive more funding for better scores. Baker explained that many students base their intelligence on these test scores, and many institutions focus on test scores more than anything else. However, every student learns that their education and their future is based off of the score that they receive on tests. Baker said that this is “[a period that a child] learns that success come from telling testers what they want to hear” (225). Teachers don’t teach the content but teach students how to make educational guesses. I considered myself to be “dumb” because I did not get a satisfactory score on the ACT. Therefore, I didn’t think I would be a good candidate for college because I would not receive personal funding in the form of scholarships and I didn’t know whether or not I would be accepted into college. This score convinced me that I would not be able to complete college work and that I would only have a future working minimum wage jobs. However, I realized that I was smarter than my test score told me that I was. In the end, the author and I both agreed that students should not be subjugated by the scores provided by an invisible
Today’s schools are classified according to which social class the children’s parents come from. The American education system teaches students to make decisions on aptitude. Harder standards are implemented with the idea that schools will output better students who know more, or who are more inclined to achieve things. Unfortunately, the exact opposite is the reality. Students are being taught to follow methods and instructions rather than making decisions based on experience.
Since the U.S. Congress passed the No Child Left Behind program, standardized testing has become the norm for American schools. Under this system, each child attending a school is required to take a standardized test at specific grade points to assess their level of comprehension. Parents, scholars and all stakeholders involved take part in constant discussions over its effectiveness in evaluating students’ comprehension, teachers’ competency and the effects of the test on the education system. Though these tests were put in place to create equality, experts note that they have created more inequality in the classroom. In efforts to explore this issue further, this essay reviews two articles on standardized testing. This essay reviews the sentiments of the authors and their insight into standardized examination. The articles provide sufficient evidence to demonstrate that standardized tests are not effective at measuring a teacher’s competency because they do not take into account the school environment and its effect on the students.
Standardized tests have been used to see how much a child has learned over a certain period of time. These tests have been a highly debated issue with many parents and just people in general. In the article “Opting out of standardized tests? Wrong answer,” the author Michelle Rhee argues that people should not be trying to opt out of standardized tests because it allows the country to see how much a child has learned and the things they need to improve. On the other hand, in the article “Everything You’ve Heard About Failing Schools Is Wrong,” the author Kristina Rizga argues that standardized tests are not an efficient way to measure a student’s intelligence.
With many opinions on why America 's education achievement level has dropped to its lowest point, many say school policies are the blame; some say that classrooms have a greater impact on educational achievement. The book, The classroom crucible. What really works, what doesn 't and why? written by Edward Pauly gives the reader an understanding on what causes student achievement and what the teachers feel is cause for some classroom to have greater test results than others. James S. Coleman, Eric Hanushek, Richard Murane and Edward Pauly have done intense research and started studies at different periods of time on what is causing for some schools and classrooms to have better results in test scores.
Almost every person who has graduated from high school has taken the Scholastic Assessment Test (SAT), which is generally used for college admissions. We all remember the stress of taking a test that could affect our future educational plans. Now due to the “No Child Left Behind Act” of 2001, this kind of test is now being administered to children from the 3rd to 8th grades as a way to determine if the school or teachers are educating them properly. High-stakes standardized tests of this nature should not be used to determine the educational abilities of either schools or the teachers.
Education supports everyone getting opportunities in life and being able to choose better for themselves. As Horace Mann wrote, education is the “great equalizer for all.“ However, the United States Public School system will likely never be able to equally educate its masses of students. Public school educating all fairly is a myth.There is no one entity to blame for this failure. The failure lies with each student who has been conditioned to sit passively in an un-engaging classroom. Its failure lies in some students disrespectfully distracting their classmates and frustrating their once inspired teacher or administrator. The failure lies with administration being distracted with causes of the moment and burns out from knowing that all
Students in the state of Ohio who are expected to graduate high school in 2018 have become a metaphorical “guinea pig” of sorts in terms of the state’s testing standards. Over the decade they have been in school, these students have been subject of a multitude of tests: the IOWA, COGAT, OAA (formerly known as the OAT), PARC and AIR. All of these examinations were designed to test the effectiveness of the student’s intellectual growth over the course of a given school year, but, realistically speaking, do more harm than good. These examinations occupy between three days and two weeks of crucial learning from the students’ year. Many teachers are fearful of the consequences of poor test scores, and so they find themselves “teaching to the test.” “Teaching to the test” is a practice in which educators focus heavily on material that may appear on the state assessment, rather than reinforcing information that might be more relevant to a student’s actual development.
Current educational policy and practice asserts that increased standardized student testing is the key to improving student learning and is the most appropriate means for holding individual schools and teachers accountable for student learning. Instead, it has become a tool solely for summarizing what students have learned and for ranking students and schools. The problem is standardized tests cannot provide the information about student achievement that teachers and students need day-to-day. Classroom assessment can provide this kind of information.
Almost state has gained federal funding from accumulating the test data from all of their schools (Ravitch 107). Data collected from multiple choice questions determines the intelligence of every student and their teachers. The test data is tracked throughout their lifetime in relation to their test scores, graduation dates and other statistics companies such as Amazon and Microsoft use to evaluate different groups (by age, ethnicity, etc) as a whole (Ravitch 107). Ravitch claims there are many problems with this, mainly, tests do not measure character, spirit, heart, soul, and potential (112). Not everyone is the same, and just because one may be weak in math or writing doesn’t mean they’re not smart, resourceful individuals with much to share with the world. For schools to be even seen with a slight amount more than just their test scores, they have to be in great standings with their students’ average test results. The government’s intense focus on test results hurts schools’ ability to be a well-rounded school immensely. In contrast to federal’s pinpoint focus on what students learn, educated consumers desire their kids to have a full, balanced, and rich curriculum (Ravitch 108). Schools need to be more than housing for test-takers. The Education Board may claim students’ proficiency in their testing makes them better people, prepares them for college, and ultimately, the workforce. What they are
Politicians claim that Accountability is needed. Dylan Wiliam wrote that “The logic of accountability is deceptively simple”(110) He goes on to say that “students attending higher quality schools will (by definition) have higher achievement than those attending lower quality schools, so that the differences in quality of schools will result in systematic differences in achievement between schools”(110). Yes indeed accountability is needed. It is needed for those who pay for education (tax payers) and the people who are educated (the students). The institutions that regulate education should be held accountable for the policies they enact as well as the government that approved those actions. “Of the total variance in mathematics achievement of 15-year-olds in the United States in 2004 only 8% was attributable to the actual quality of the education provided by the school, the results in science are similar” (111). This is an indictment of the American school system, it points out that standardized testing is in fact inaccurate and unnecessary.
Parents and advocates of education can all agree that they want their students to be in the best hands possible in regards to education. They want the best teachers, staffs, and schools to ensure their student’s success. By looking at the score results from standardized testing, teachers can evaluate effectively they are doing their job. On the other side, a proponent for eliminating standardized testing would argue that not all students care passionately about their education and will likely not perform to expectations on the test. However, receiving the numerical data back, teachers can construe the student’s performances and eliminate the outliers of the negligent kids. Teachers can then look at the individual scores and assign those outliers to get the help they need in school. This helps every student getting an equal chance at education. Overall, taking a practice standardized test can let a teacher look at individual questions and scores and interpret what they need to spend more time on teaching. A school also can reap the benefits from standard testing to ensure they are providing the best possible education they can. The school can look at the average scores from a group and hold the teacher accountable for the student’s results on the test. The school can then determine the best course of action to pursuit regarding the teacher’s career at the school. By offering teachers and schools the opportunity to grow and prosper, standardized testing is a benefit for the entire education
The purpose of this paper is to elaborate on the No Child Left Behind Act, and how the accountability of testing subgroup provisions may play a major role on the responsibilities of a student’ education. The paper also focuses on what information parents are receiving to actually know how their student(s) are performing in class and whether each student’s performance is within state compliance with NCLB.
In, “Problems of School Reform,” Nel Noddings discusses the complexity that exists in schools in the areas of equality, accountability, standards, and testing. I decided to direct my response towards accountability because I feel that this has become a prevalent dilemma in education during the past two decades. Speaking about this, Noddings shares that accountability in education was the result of the business community. Today, policymakers view accountability in the form of focusing on teachers and students outcomes on standardized testing. As result of the pressures of accountability many teachers rely on teaching to the test—like Paulo Freire’s “banking model”—limiting students exposure to creative forms of teacher pedagogy. Therefore,
This means that even students who do not understand the material or gain any knowledge from their classes can be easily passed onto the next grade level. An interview with a teacher from this school district expresses the disappointment the teachers have in the new system. “The students that struggle the entire year, the ones that fail every test, are still forced to move to the next grade level. They aren’t gaining the knowledge they need to move on and grow” states the concerned fifth grade elementary teacher. She continues to explain the stress teachers feel when they are pushing students further than their potential. Students are becoming less aware of the world around them; they don’t develop the knowledge they need to succeed. With such absence of knowledge, naïve citizens are allowing government control over their thoughts. A clear example of this is when teachers are pushing these students from grade to grade, they are simply only learning what the government and school districts want them to learn. This, in turn, affects our future leaders due to our democratic republican way of electing officials. These students grow up into adults who vote for our government and leaders based off the little knowledge they are provided throughout