Kohn (2000) describes his second fact as noninstructional factors that explain variances among test scores when compared with other schools. This information was based on the poverty level, family life, educational backgrounds in the house, and community. Testing is not the same across the nation. There are schools that can provide a richer curriculum and test preparatio... ... middle of paper ... ...with the excuses and stop looking to blame someone and find a solution to our students’ failures and build from there. Congress needs to reevaluate the NCLB act and find alternative possibilities to our struggling educational systems.
Schools changing curriculum to cater to the testing requirements is one way the No Child Left Behind Act negatively affects schools. This article describes consequences of the heavy emphasis on standardized tests made by the No Child Left Behind Act, “The Overall lackluster performance is certain to revive the debate on whether history and other subjects, such as science and art, are being pushed out of the curriculum because of the focus on math and reading demanded under the No Child Left Behind federal educational law” (Banchero web). Many of the courses that are being pushed out are courses that a... ... middle of paper ... ...life, who is? Works Cited Banchero, Stephanie. “States Fail to Raise Bar in Reading, Math Tests.” Wall Street Journal 11 August 2011: A2.
Fundamentally, something need to be done to reduce the high number of illiterateness among high school graduate, by considering the factors behind the reality that some high school students graduate from high school without adequate reading skills. Reading John Corcoran book “The Teacher Who Couldn’t Read” shows that there is hope for improving the situation but the fundamental step is to identify the reasons why and how functionally illiterate students are allowed to advance to the next grade. This research paper discusses three factors, social promotion, the use of movies instead of book assignments, and cheating in academic tasks. Firstly, social promotion has be... ... middle of paper ... ...not read. This implies that despite having gone through the education system, these graduates lack the ability for to perform advanced tasks in reading and writing such as filling out a job application and tax form.
This paper will give the reader an overview of the effects grade retention has on students academic performance, socialization and how it eventually leads them to dropout of school. A number of scholarly articles will be used to accomplish this. Academic Performance The students who are more likely to perform better academically are those who are less rejected and more accepted by their peers. In other words, the retained students performed poorly academically (Wu et al, 2010). A consistent predictor of low reading achievement as well as lower mathematic achievement was retention in grade (McCoy & Reynolds, 1999).
Promotion exams, which require students to pass comprehensive end of year tests to move from grade to grade, really test for knowledge retention. This does not mean a student cannot succeed at the next grade level. A comprehensive end of year exam does not illustrate whether a student has the aptitude to perform well, which is why they are a weak indicator of academic advancement. Even though there are schools that provide various opportunities to pass the exams, they are detrimental to have at each grade level. Instead of being opportunistic and eager to garner more knowledge, students will become more focused on end of year exams.
Kimberly Knestings stated in “Students at Risk for School Dropout: Supporting their Persistence”, “If students do not believe that they benefit from earning a diploma, and if they do not accept responsibility for doing their work and following school rules, then their attempts at persistence are unlikely to be successful.” Additionally, society is positively impacted by a greater number of high school graduates. Since graduates earn more, they are less likely to commit crimes for money nor do they have to rely on public assistance. Funding for welfare programs and unemployment programs can ... ... middle of paper ... ... Search Premier. Web. 28 August 2013.
First of all, tracking in schools causes students to blame themselves for poor school performance, leading them to believe that they are incapable of succeeding. Tracking can also hurt students socially due to low self-perception and lack of diversity. Students in more heterogeneous school environments potentially have a higher likelihood of forming more diverse and stronger friend groups, giving them an advantage over students with more homogeneous friend groups. Lastly, stratification may even have effects which can stay with students for the rest of their lives. When students fail to recognize their ability to succeed in school due to being placed in lower educational tracks, they fall behind in school and are often unable to move into a higher track which affects their options for college and a career.
Students’ dropping out of high school are a big problem all over the United States. The reason it is such a big problem is that students that don’t graduate are far worse off than those students who do get their high school diplomas. Some of the things that hurt most high school dropouts are they earn less money, they are more likely to be unhappy and unhealthy in life, they are less likely to be married, and more likely to be in jail than those students who do graduate from high school. (Messacar n.p). Some solutions that are proposed to solve this problem are to raise the legal age to be able to dropout to be from sixteen to eighteen years old, States should invest more in developing support programs for those at risk for dropping out, minimize costs of impressing “compulsory education policies”( Messacar n.p), and using all of these solutions to help the nation’s education system to grow and help students to want to attend college and help students to want to better themselves and their careers.
“College readiness for all: The challenge for urban high schools.” America’s High Schools, 19 (1), 185-210. Retrieved from http://futureofchildren.org/publications/journals/article/index.xml?journalid=30&articleid=53§ionid=215. Smith, B. (2009). “College by subscription.” The American Enterprise Institute: Education Outlook.
Everyone hates it. It’s a joke. Not obtainable.”—teacher. The No Child Left Behind Act provides incentives for school districts to bring up academic progress, but instead the pressure involved may lead to poor-performing schools falsifying data, teaching to the test, or promoting unprepared students instead of truly improving student performance. Schools which do not achieve their Academic Yearly Progress for two sequential years will suffer loss of funding, corrective action, and may be closed.