What is the real meaning behind (NCLB) No Child left behind, what is the main purpose? The NCLB was put in place to give students the chance to receive a fair education no matter what the race, gender, income background, or even if they have a disability. It is made up of four major parts accountability, flexibility, research-based education, and parent options. Students are to be tested on their math and reading/language arts from the 3rd grade to the 8th grade only being tested once while attending high school within the four years.
Even though the NCLB will work for other students, the NCLB is failing a large percentage of the students. One reason is not all children learn the same a group of researchers have found is “that some children may need to be taught on a different level then other children, they all cannot have the same approach to learning.” (Riddle BuIy and Valencia 2002; Moon, Callahan, and Tomlinson 2003; Hinde 2003; Mabry et al. 2003). No child left behind was put in place to help children get the best out of their education. So why is this happing, some of the reasons are, students attending a rural schools, students that have a learning disability that are not advancing, teacher to student ratio and funding.
First, let’s start with students that attend a smaller school than other students. Which is mainly called a rural area an area that is outside side of cities and towns. The accountability process for these schools differ from lager schools within the urban/suburban school districts. The accountability process NCLB requires all states to develop an accountability system that
Includes statewide academic standards, state assessments aligned to the standards, and student performance levels established prof...
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... undermines quality and equity in education. The Clearing House, 78(1), 12-16. Retrieved from http://search.proquest.com/docview/196854285?accountid=32521
Balfanz, R., Legters, N., West, T. C., & Weber, L. M. (2007). Are NCLB’s Measures, Incentives, and Improvement Strategies the Right Ones for the Nation’s Low-Performing High Schools?. American Educational Research Journal, 44(3), 559-593.
Thornton, B., George (Gus) Hill, & Usinger, J. (2006). AN EXAMINATION OF A FISSURE WITHIN THE IMPLEMENTATION OF THE NCLB ACCOUNTABILITY PROCESS. Education, 127(1), 115-120. Retrieved from http://search.proquest.com/docview/196417467?accountid=32521
Nelson, S. W., McGhee, M. W., Meno, L. R., & Slater, C. L. (2007). Fulfilling the promise of educational accountability. Phi Delta Kappan, 88(9), 702-709. Retrieved from http://search.proquest.com/docview/218481883?accountid=32521
This required each state to develop a set of standards that each child would need to know in math and reading. The NCLB also required almost all of the students to be tested annually throughout elementary and middle school grades (Webb, Metha, Jordan 2013). The act also strived that all students would test at a proficient level by 2014. The impact of this decision was that the government would be more involved than ever before in how a school taught, what the school taught, and the requirements of outcomes. The downside impact of this was that states changed the proficiency levels over the years and there has been inconsistent data given when reported. In a report with control groups it is shown that there were changes before and after implementation of the NCLB (Ladd 2010). With that information one could conclude that the act was successful and should be further pursued along with
The policy “No Child Left Behind (NCLB)” is a policy where Federal legislation has mandated that children be tested, and where there is compliance with standards. Simply means, that all children must meet standards. The standards are defined by the states, and all children will be subject to testing, starting from as early as third grade. The students will be tested annually, in order to ensure that they are getting the type of education that they are entitled to, as determined by their performance on standardized tests.
First of all, the NCLB Act is creating substantial problems within specific schools and school districts, as well as throughout families of the schools, they are protesting the Act in many ways. “The increasing role of standardized testing in U.S. classrooms is triggering pockets of rebellion across the country from school officials, teachers and parents who say the system is stifling teaching and learning.” (Banchero 1) This is creating substantial problems because parents/guardians and even the staff are becoming outraged by the idea of standardized testing. They do not think it is acceptable to require teaching have stricter guidelines. They are modifying curriculum in an effort to make it more challenging. The reality is that they are making the assessment criteria narrower. Throug...
... of the main goals of NCLB is to increase teacher, school, and state accountability for students’ scores. (http://www2.ed.gov/nclb/accountability/index.html)ASK ABOUT LONG QUOTATION FOR THIS SECTION. What this means is that each state must spell out how they plan to lessen the achievement gap and make sure that all of their students, regardless of their status or abilities, reach proficiency. In addition, the state is required to send out report cards to parents and communities regarding state and school progress. If a particular school isn’t moving in the right direction and isn’t making progress, it must provide additional services, for example tutoring, and take corrective actions to make the school better. If after all of this the school still is not reaching AYP after five years, changes will be made at the foundation of the school, changing the way it is run.
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.
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 ...
Wiliam, Dylan. "Standardized Testing and School Accountability." Educational Psychologist. 45(2). (2010): 107-122. Web. 21 Nov. 2013.
The main purpose of NCLB is to provide opportunities for all students as well as supporting the school, the teachers, the principals, and to also strengthen the school educational systems. It is ashamed that the reason why this passed was because the students were so behind that this law was a must to pass and that is when the cognitive dissonance formed and made things harder for the teachers. According to the public schools review, “Understanding No Child Left Behind” mandates that all teachers must be "highly qualified" by the end of the 2005-2006 school year and that students must be proficient. The law defines “high qualified” that a teacher must meet the license and certification requirements of the state in which they teach. If that teacher does not meet qualification will not be allowed to teach until they meet those mandatory requirements. The NCLB also provides school districts with more funding as long as they are achieving their standard goals. With that being said, the NCLB keep track of results by giving academic grades to see whether or not the school is succeeding. This load is not only on just the teachers, they encourage that the parents to be involved by helping their
Linn, Robert L. "Accountability Systems: Implications of Requirements of the No Child Left Behind Act of 2001." Educational Researcher. Sage Publications, Aug. 2002. Web. 26 Feb. 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.
As students in a Structure & Philosophy class, one of the main components has been to introduce and familiarize us with the No Child Left Behind Act. President Bush passed this legislation on January 8, 2002. The NCLB Act was designed to ensure each and every student the right to a fair education, to give parents more options in their child’s education, and to guarantee all teachers are highly qualified. By highly qualified, the act means teachers must have at least a bachelor’s degree, have full state certification or licensure, and have demonstrated competence in their subject areas (US Dept. of Education).
For years, the No Child Left Behind program and parents have gone head to head. Some parents believe that their children are not ready to advance, while the NCLB believes the students are ready to progress. The law does not care if the students does not understand the curriculum, just as long the child is meeting deadlines and passing the states standardized tests. This type of learning system only causes stress for teachers, students, and can be very unreliable.
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...
Lee, J., & Reeves, T. (2012). Revisiting the impact of NCLB high-stakes school accountability, capacity, and resources: State NAEP 1990-2009 reading and math achievement gaps and trends. Educational Evaluation and Policy Analysis, 34(2), 209-231. Retrieved from http://search.proquest.com/docview/1018478080?accountid=14789