In society, education can be seen as a foundation for success. Education prepares people for their careers and allows them to contribute to society efficiently. However, there is an achievement gap in education, especially between Hispanics and Blacks. In other words, there is education inequality between these minorities and white students. This achievement gap is a social problem in the education system since this is affecting many schools in the United States. As a response to this social problem, the No Child Left Behind Act was passed to assist in closing this achievement gap by holding schools more accountable for the students’ progress. Unsuccessful, the No Child Left Behind Act was ineffective as a social response since schools were pushed to produce high test scores in order to show a student’s academic progress which in turn, pressured teachers and students even more to do well on these tests. Throughout the nation, education inequality affects many minority students that have low-income which reinforces the disparity between the rich and the poor. The amount of children that have a socioeconomic background of poverty in the United States is estimated to be 32.4 million (National Center for Children in Poverty, 2011). Since many of these children are from …show more content…
The achievement gap is greatly evident and impacts the low-income, minority students the most. Although the federal government attempted to resolve this problem with No Child Left Behind, the social problem is still evident. As there is still much pressure on standardized tests and annual reports, reformation is needed. No Child Left Behind has proven to be inadequate and rather highlights the urgency for education reform. Although the act is called “No Child Left Behind,” an appropriate title would have been “Education Left Behind.” More than focusing on test scores, education should prepare students in how to contribute to
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In conclusion, the Academic Achievement has been fueled by society's presets, minority students' lack of effort, and the failures of the schooling system in America. There has been some challenging setbacks, but the Gap can be fixed to create a common ground for all prospective members of America's society to excel on equally. By realizing that change can be achieved, there are little to no limits for minority students to create a better mindset towards education. Students, parents, and teachers have to be willing to work together, as well as tackle obstacles upheld by society, and the economic deficiencies that effect schools across America. This will, in turn, take America one step closer to closing the Academic Achievement Gap in America.
In 2002, President George W. Bush passed the “No Child Left Behind Act” which tied in schools’ public funding to standardized tests and enforced the tests in elementary and high schools every year by state education departments. This law also began to put more emphasize on standardized tests which has diminished our level of education and the law “made standardized test scores the primary measure of school quality” (Diane Ravitch 28). Bush hoped this law motivated more students to do well on these exams and teachers to help them prepare better, but it ended up hurting many schools in the process. These exams like the Texas Assessment of Knowledge and Skills (TAKS) should not play such a prominent role in schooling and the government should not make tests the main focal point.
The No Child Left Behind Act (NCLB) is bringing down the American education system for the sake of academic competition with other countries that use better methods. This country hasn’t changed its methods in decades. By addressing different aspects of the problem, it can be solved more efficiently and quickly. Three different aspects will be addressed here: what the American education system already does, what other countries are doing (as well as cultural differences), and what we should be doing. What we should be doing is a general combination of what other successful countries are doing, taking advice from experienced educators, and abolishing stressful, unnecessary practices.
Even with the negative and positive functions of No Child Left Behind, there are many areas that still need to ironed out. Under the Obama administration several states have received a waiver from No Child Left Behind, “with this waiver students will still be tested annually. But starting this fall, schools in those states will no longer face the same prescriptive actions spelled out under No Child Left Behind” (Feller & Hefling, 2012). Since 2007, the law has been up for review, but due to opponents of the law there has not been an agreement reached and the law continues to stress our schools and children out. We can only hope that when this law is reviewed and agreed upon that it really is in the best interest of our children and the nation as a whole.
Low-income and minority students are the individuals and groups that are the most negatively affected by the United States educational failure. The number of Hispanic students in the United States is expected to grow 33 percent by 2020 and the number of multi-racial students are expected to grow 44 percent, however their educational future does not look bright. Historically, minorities are the most likely to be impoverished. Dozens of policies have been drafted and implemented in order to fix this problem, however the solutions have not worked, since at least 50 percent of elementary school students are now attending schools where the majority of students are low income and minority. The high poverty, educational environment the students are in leads to less high school graduation and college attendance, thus in turn will lead to a large population that will burden the United States economy later on in areas such as healthcare and welfare.
Year after year students put themselves through large amounts of stress, attempts to prepare themselves mentally, and spend majority of their waking hours studying for standardized testing required through the No child left behind act (NCLB). An act put in place by the Bush Administration in hopes and efforts for student around the country to excel in education. However, the No Child Left behind Act is hindering a student’s ability to perform in the classroom rather than the student to excel as planned. Amongst other countries around the world, the United States performs significantly lower in education. Overall, the act had good intentions, but does it really raise achievement and close the achievement gap? Improving education has always been a top priority in the white house. Many laws have been passed but how many have succeed? NCLB is one of the biggest social engineering projects of our time, but shows very little progress in our children’s education. The No Child Left behind Act causes more of a negative outcome by being ineffective at achieving academic improvement, closing the education gap, limiting the teaching material for instructors, and causes a harmful repercussion on children and adolescents mentally and emotionally.
The achievement gap is often described as the academic discrepancy in the test scores of minority and other low-income students and the test scores in their White and Asian peers. However the gap in scores affect many different groups across many different walks of life in America. Different groups may trail behind their peers at different points in their academic careers. Classic examples are boys in their early years of schooling and girls in high school math and sciences. The differences between students from various backgrounds are more apparent on the large-scale standardized tests. The gaps in test scores more than often lead to longer-term gaps, including high school and college completion and even in the kinds of jobs these students are able to maintain as adults.
“Making the Grade,” which was published in the Salt Lake Tribune in September of this year, is an article arguing the negative sides of the No Child Left Behind Act. Through this article, a majority of the discussion regarded the budgeting involved with NCLB. This article calls No Child Left Behind a “one-size-fits-all formula for improving education in America” (Making the Grade). According to President Bush, the NCLB Act is “’the cornerstone’ of his administration” (Salt Lake Tribune). Like with any legislation, however, come both positive and negative sides.
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.”
AccordinAmerica currently has roughly 317 million people currently living within the countries boarders. Out of the 317 million approximately there are about 85 million people that are at the age to enroll into an education program. Out of that 85 million only 60 are taking advantage of that. Which in total population does not seem much but it actually a serious problem. That may not seem that much with regards to total population but in economic terms the class of 2010 dropouts could have produced roughly an extra 337 billion dollars throughout their lifetime. This issue has not popped up out of nowhere it has been a constant issue that has reared its ugly head for years.
The achievement gap in education is the difference in academic performance between groups of students. The achievement gap is most commonly found in grades, test scores, course selection, and dropout rates both in high school and college. It is most often used to describe the troubling performance gaps between African-Americans, Hispanic students, and their Caucasians counterparts. It also measures the academic difference between students from low-income families and those who are better off. In the past fourteen years, policymakers have begun to focus their attention on how to reduce the achievement gap.
In education, when referring to the difference in performance between groups of students, often the phrase “achievement gap” is used rather than the more appropriate term, opportunity gap. The term ‘achievement gap’ further exemplifies the way society chooses to narrate this issue. This opportunity gap shows up in grades, course selection, standardized-test scores, dropout rate, and college-completion rates, amongst other success measures. A lot of the time the main focus is simply on the gap itself, and the conversation behind the cause of this is missing. They don’t want to talk about poverty or segregation, only about test score gaps. Despite politicians trying to address this issue by enacting policies such as the No Child Left Behind
For years many considered education the great equalizer. Many believe that overtime education would ensure that all children of any class at a shot at success. But the great equalizer's ability to equalize is dwindling and financial fortune is taking it place.
The socioeconomic status of children and their families has a profound effect on the children's education, even in a country that prides itself on equal opportunity and fair treatment of all. Funding to low-income Title I schools has decreased since 2010 and a number of states have cut pre-K educational per student funding in recent years and many have had to reduce enrollment numbers. A recent report for the U.S. Department of Education shows that schools located in low-income areas aren't receiving the proper funding that they need due to unequal distribution of school funds across the state.
Poverty has one of the largest negative effects on education and learning within poverty-stricken communities and other areas. As stated, poverty makes needed resources inaccessible because there is no viable funds to assist those in poverty of acquiring said resources. The United States has one of the greatest gaps between rich and the poor in which minorities primarily reside in the lower income bracket (Capra, 2009). Due to this, research has shown that there is a large gap between disadvantaged and advantaged students. According to Lacour and Tissington (2011), on a study done with third through fifth graders, those who were poverty stricken scored below normal and “significantly worse” (Lacour & Tissington, 2011, pg. 522) than their more advantaged students. These numbers are a result of lowered cognitive skills due to the lack