By the year 2005-2006, the states were required to assess all students annually in grades 3-8, and these tests had to be aligned with the state standards (Editorial Projects in Education Research Center, 2011). In addition, a representative sample of 4th graders and 8th graders had to participate in National Assessment of Education Progress (NAEP) testing program in order to be compared to other students nationally (Editorial Projects in Education Research Center, 2011). For a school to meet academic progress, certain subgroups and the school has a whole had to make adequate yearly progress. If the school failed to make AYP, then the school could receive supplemental services and parents could send their children to another school. If the school continued to not make AYP, then the school could receive punitive government sanctions.
(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.
These tests are to be aligned with state academic standards. Lastly, a sample of 4th and 8th graders in each state must participate in the National Assessment of Educational Progress to provide a comparison between all 50 states, and these tests shall be given every other year. Academic Progress: By the 2013-14 school year, states must have all students performing at the “proficient” level on state tests. Each school must meet state “adequate yearly progress” for both the student population as a whole and in certain demographics of students. If a school that receives federal funding fails to meet standards two years in a row, the school will receive assistance and students will be allowed to transfer into another school; students who continue in a school that fails to meet standards will be given private tutoring.
Performance Assesments Due to the implementation of this new law, states are required to annually test all students in public schools. Anthony Rebora (2004) states that “by the 2005-2006 school years, states must begin testing students in grades 3-8 in the areas of reading, math, and writing” (p. 1). In the 2007-2008 school years, science will be added in to the testing material. The tests must meet the requirements of the states academic standards. They are supposed to bring all students up to the proficient level on their assessments by the 2013-2014 school years.
No Child Left Behind Act President Bush quoted, “Clearly, our children are our future…Too many of our neediest children are being left behind” (www.ed.gov). The “No Child Left Behind” Act expands the federal government’s role in elementary and secondary education. The NCLB emphasizes accountability and abiding by policies set by the federal government. This law sets strict requirements and deadlines for states to expand the scope and frequency of student testing, restore their accountability system and guarantee that every classroom is staffed by a teacher qualified to teach in his or her subject area. Furthermore, the NCLB requires states to improve the quality of their schools from year to year.
Schools must make ‘adequate yearly progress’ toward this goal (“No Child Left Behind-Overview”).” This goal is met by issuing standardized test for students to take. There are two types of tests that students complete throughou... ... middle of paper ... ... Left Behind Act' Leaving Children Behind?" YouTube. YouTube, 29 Mar. 2011.
The tests will be given to every student from grade four through grade eight. The National Assessment of Education Progress administers the test every two years. “NAEP has a new role: to act as a serious discussion tool in evaluating results of state assessments, and in providing a common base for comparison between states” (Hombo, 2003, p.4). This goes back to states being held accountable for their students test scores. States that do not receive the proper federal funding do not have to develop or implement the test (Boehner, 2001-2002).
Under this act, achievement is measured annually on a multiple-choice test for reading and math. Statewide progress objectives are created to “ensure” students will be proficient within 12 years. Although this act has good intentions, it’s approach is weakening over education system. By holding each school accountable based on test score,... ... middle of paper ... ...and the financial support for schools need to be adjusting in order to see improvements. Putting children into specific classes based on their successes during standardized tests is not fair to kids who had a bad day, missed a bit too much school, or have yet to understand the importance of trying.
Every student is expected to do well with standardized tests and in their classroom. This can cause students to stress about school and grades at an early age. Layton explains that “the heaviest testing load falls on the nation’s eighth graders, who spend an average of 25.3 hours during the school year taking standardized tests” (Layton). These students should not have to be required to test for that many hours in a year. For students to become well-rounded, emotionally, socially, and academically, they should be tested less and allowed to have time for extracurricular
The No Child Left Behind Act (NCLB) was a piece of legislation proposed by the administration of George W. Bush. The legislation required states to develop educational plans to address issues of assessments, standards, and accountability. Under the No Child Left Behind Act, states would have to administer tests yearly in reading, math, and science. No Child Left Behind holds school districts accountable for student achievement or lack of achievement. No Child Left Behind legislation is based on five major components: (1) accountability and results; (2) flexibility and local control of schools; (3) teaching methods based on scientific research; (4) options for parents; and (5) highly qualified teachers (Rosenberg, Westling, & McLeskey, 2011).