Discussing the Need to Reform the No Child Left Behind Act

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Some of the salient points of the NCLB are the way in which the act is presented and handled. NCLB approach has a set standard for managing schools that are progressing poorly with education. The inferences for the results seem like they are very incomplete and only hurting the student during the reforming of the failure. John points out the invaluable time spent on teaching to the test, therefore we are not teaching the right educational information to the students. Another problem of negative issues outweighing the positive issues is quite a turning point of discussion for the reform of the act.

The NCLB is all circumventing the standard testing of the reading, writing and math areas of education. How about the student that doesn’t fair well on testing? The different ideas for the presentation of test scores both for the parents, the state and the student are in dire need of reform. The results can be altered by a few points of interest. The students with disabilities or minorities can fall into a few of the categories of scoring hence affecting the real test picture. What if the student fails poorly, will he be presented more than once? Yes. The portfolio presentation of accepting and presenting a more overall student profile with more than sole reliance on the standard tests is a very probable solution. It requires a bit more work on the teacher and the student and then the government in order to be successful.

Another issue with the NCLB is the funding where it is definitely hurting the students and the teachers. During the reform time, students are being affected because the can be a teacher shortage. There is also a resource shortage when funds are cut and the lower schools that have fewer funds to begin ...

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...hands on approach would help the students learn to excel in the necessary areas of expertise that the government is demanding. Could we use a combination of different philosophies to create the necessary testing and teaching that meet the student’s needs? Yes, we could do a bit of revamping and allow for the cultural and ethnic diversities to merge forward. Let the individual lead the learning experience and let the teacher be more cued to their needs. If the student is not ready to learn algebra, why not present more general math and express the testing for that. How can you expect someone who is in general math to excel in algebra when they are not ready to handle that concept? The growth and evaluation of testing skills and administering of tests can be a positive influence if the tests give a more wide spread picture of the skills of the children involved.

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