In interpreting this conception, two questions are indirectly answered by examining our educational practices: Does equality in education simply foresee that all students are treated the same, despite their different needs? Or, does it intend to challenge and rectify past inequalities for a truly equitable educational system? The ideology of education as the great equalizer rests on several assumptions. The first, as stated by bell hooks, is the idea that, "To educate as the practice of freedom is a way of teaching that anyone can learn" (hooks, p.13, 1994). hooks expresses well the understated notion that, education as a democratic practice, available for all, is based on the assumption that all children, all people, are capable of learning.
The goal at hand seems to be an effort to put all students, no matter what race, gender, income-status, etc. at the same academic standing as all other students. This is an extremely difficult task with many students being at different learning abilities. President Bush is not going to give up and maintain his fight for better education. Our country, noted as the greatest nation in the world, deserves to give our children the right to an excellent education.
In great detail, Stewart (2012) and Ripley (2013) explained the characteristics of the education systems in Finland, Poland, South Korea, Singapore and Canada that made them the leaders in education. One characteristic that was interesting is the value placed on equal education. The education superpowers believe all children should receive the same quality of education. These countries have one set of rigorous standards that all schools use and require all teachers to have the same credentials. Equality in all sectors of education give all children the same opportunities and learning experiences.
The No child left behind act has been a big issues ever since its establishment in 2009 by President George Bush. There has been cry by some parents for the law to be repeal because they feel it is creating more problem for the educational system. However, critical analysis of the situation of the students grades by comparing the period before and after the establishment of No child left behind will show that the law has brought tremendous improvement in our education and need to stay. Education is the bedrock of any great nation, as a result we cannot ignore it when there is crisis in that sector. This is because once there is a problem in the educational sector of a country every other sector is in danger of collapse.
In the case of No Child Left Behind (NCLB), is politics the enemy of problem solving? By examining selected political controversies surrounding NCLB, it will be demonstrated that politics is the enemy. Since NCLB’s enactment, vast amounts of research literature and news stories have been published on its effects, which demonstrates the impact and debate generated by this law. The major goals of this bipartisan legislation were to improve student performance through standardized testing by using data from annual test scores to measure each students’ and schools’ progress; to close the achievement gap between disadvantaged students and their better-off counterparts; and to hold teachers and schools accountable. All these actions were to be carried out in order to improve educational outcomes.
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. As argued in “Making the Grade,” the No Child Left Behind Act seeks to reduce gaps in testing areas that have allowed kids to advance without having high-quality skills in subjects such as math and reading. By discovering what kids are slipping through the gaps in testing, it will be easier for schools to aid these students and make sure they are not left behind. Other main goals of this act include to find teachers who are not well educated in the subjects they are currently teaching, and to locate those schools who fail t... ... middle of paper ... ... Act highly overweigh the few negative sides of the act, such as the supposed lack of funding as pointed out in “Making the Grade.” With time and patience, I feel everyone will see the benefits of this act and will be supportive of a brighter future of education in the US.
After all education is profitable and money is needed commodity to sustain. But what about our students? Knowledge cannot be retained when schools only value high scores “and indeed devise the tests and the curricula to pass the tests.” Not every child is an empowered learner, sometimes it is not until they have left the school that they start to recall, put into practice and appreciate what they learnt. The system should not expect to see immediate results as some of these individuals are self directed learners. As a consequence, some schools adopted poor standards as the bare minimum so that test scores could improve when in fact students were not learning much of anything.
The No Child Left Behind Act was designed by President George W. Bush in 2001. Although this act seems to be cutting edge and has generated enormous amounts of both controversy and support, this is not the first time American Education has seen such an attempt to improve education. According to the U.S. Department of Education, the purpose of No Child Left Behind is to improve student achievement and change the culture of America's schools. ?The NCLB Act of 2001, the revised Elementary and Secondary Education Act, is a potent blend of new requirements, incentives and resources and it poses significant challenges for states? (?Education Commission of the States,?
Teachers should be rewarded by success, not penalized by single sided test results. In conclusion, the initial intentions of the No Child Left Behind Act (2001) were to close the achievement gap between low achieving students and schools and their counterparts; but have fallen short in many important aspects along the way. Teachers have become de-sensitized to the reasons they initially desired to be educators and have lost their vision of how to implement instruction due to standards of NCLB and the consequences for not meeting those mandated goals. Likewise, students must perform, many times, above their level in order to be labeled “adequate” by the federal government and their schools. In some cases, there is a disproportionate burden placed on schools, teachers, and students, all for the sake of what is federally deemed as average achievement.
Though this is with good intent, it can... ... middle of paper ... ... test scores lower than their actual capabilities. This makes standardized testing a fallible source for statistics regarding a school’s progress in improving the education of its students. These results demonstrate a need for our federal government to further understand the education system and the impact of their decisions on the children of the United States of America. The goal of teaching all children and providing them with equal opportunities has diminished the quality of education in America; however, this problem can be solved. By working with teachers, professors, and even students, lawmakers should be able to predict these adverse effects and prevent them.