The NCLB’s sanction of reducing or no eliminating government funding for schools that fail to reach or fulfill a certain level of student performance represents another unhelpful process in closing the performance disparity. The Federal Title 1 program facilitates financial assistance and sponsorship for schools in non-English speaking societies, and areas deemed low-income and technically disadvantaged in education resources. Limiting a school’s financial resources through discontinuation of funding after “insufficient” performance results only worsens the challenge of closing the performance gag among students from different socioeconomic contexts. Academicians regard the ideal solution for such funding to be increased instead funding is being reduced. Most of the potential defaulters under NCLB fall in low-income, non-English speaking, and technically disadvantaged societies in the U.S., due to resources’ scarcity (Rueter pars 1-2; TAAD 1-8).
The NCLB sanction of reduced or discontinued funding for schools whose student performances fall short of set target thus violates the logical solution for remedying the performance imbalance, thus being unhelpful in attempts at closure of the performance gap. The rating system under NCLB to determine eligibility for national funding creates an unsuitable setting for closure of the performance gap. The system involves strong focus on assessment, based on a preference for math, science, and English, and the need for high ratings for government funding qualification. This supports increased school focus on the three subjects at the expense of others, and promotes a negative atmosphere for students’ learning. Students’ demonstrate increased anxiety, thus narrowing the curriculum to...
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...e, Rod, and Gibbons, John. “No Child Left Behind: a Parents Guide.” Department of Education, 2003. Web. 26 Nov. 2011.
Parrish, Thomas, et al. “Effects of the Implementation of Proposition 227 on the Education Learners. K-12: Year Two Report American Institutes for Research and WestEd. Palo Alto. 2002. Web. 28 Nov. 2011.
Rueter, Ted. “Disastrous: No Child Left Behind Law Should Be Repealed, Says Prof. Ted Rueter.” DePauw University. Sept. 2007. Web. 30 Nov. 2011.
Sacramento Unified 1st Grade Teacher. Personal interview. 1 Dec.2011.
“Ten Moral Concerns on the Implementation of the No Child Left Behind Act”. (TMCI): National Council of Churches. Web. 23 Nov. 2011.
“Title 1- Improving The Academic Achievement Of The Disadvantaged (TAAD).” U.S. Department of Educaton, 2006. Web. 30 Nov. 2011.
Youth Correctional Facility Teacher. Personal interview. 1 Dec. 2011.
The first issue that has been identified as a significant problem involved in the Achievement gap, is that it is partially the fault of America's educational system. Because of the suffering economy that has spurred the increasing lack of basic necessities in schools across America, there are an increasing number of children who are not being properly educated. Whether it is a deficiency in supplies, poor teacher selection, or administration and staff who are indifferent to the students at their sch...
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.
93). Therefore, accountability became the central focus to improve education in America. Schools and teachers would now be judged or held accountable by their performance, and schools that failed to meet certain standards would be closed; this was a basic principle in the business sector (Ravitch, 2011, p. 8). Furthermore, NCLB mandated that every school must be 100 percent proficient in reading and mathematics by 2014; consequently schools that failed to perform would suffer punitive consequences. However, by 2007, the evidence was becoming clear that the mandates of the new law were not increasing student achievement in learning. According to the National Assessment of Educational Progress (NAEP), the federal testing program reported that only one-third of students met the federal standard for proficiency (Ravitch, 2011, p. 103). Ravitch argued that 100 percent proficiency in reading and mathematics was unattainable by the projected year. Not only did the law allow for each
Neill, Monty. "The No Child Left Behind Act Is Not Improving Education." Education: Opposing Viewpoints. New York: Greenhaven, 2005. 162-68. Print.
Goldhaber, D. (2002). What might go wrong with the accountability measures of the ?No Child Left Behind Act?? The Urban Institute.
Funding inequalities has been an issue from past to present, especially in the low-income communities. In fact, students in urban areas with less funding have low attendance, score lower on standardize testing, a low graduation rate. Also subjected to outdated textbooks, old dilapidated buildings, Students in the inner cities need to compete with their suburban and wealthy counter-parts for this reason funding inequalities must end and more money should be directed to these communities from: federal, state, and local governments.
Rudalevige, A. (2003). The politics of No Child Left Behind. EducationNext, 3(4), 63-69. Retrieved from EducationNext: http://educationnext.org/the-politics-of-no-child-left-behind/
“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.
Lee, Oliver. "Does No Child Left Behind Deserve a Passing Grade?" TakePart. N.p., 6 June 2012. Web. 15 Mar. 2014.
Pulitzer Prize winner for editorial cartoons, David Horsey, in No Child Left Behind, displays the effects of the No Child Left Behind system in schools. Horsey’s purpose is to demonstrate how No Child Left Behind has negative effects in the way schools teach in today’s society. By using contrasting colors and exaggerated images, he illustrates the way schools are forced to teach children in order to prove to American voters that this system needs to be changed. Horsey uses this cartoon to argue that the No Child Left Behind policy is not as salutary to schools and students as it may seem on paper.
Achievement gaps in schools across America impinge on racial-ethnic and socioeconomic status groups. For generations school systems focus on improving the achievement gaps for low-income and minority students. Statistics have provided evidenced that the school systems made enormous progress between 1970 and 1988, but came to a halt thereafter. Presently in the 20th century the gap has widened and the need for improvement is challenging for the school administr...
The No Child Left Behind Act, a federal social program that tries to encourages after school programs should be eliminated and the extra funds given to schools to decide where it goes.
U.S. Department of Education. (2006). No Child Left Behind executive summary report. Retrieved September 14, 2006 from http://www.ed.gov/nclb/overview/intro/execsumm.html
Stipek, D. (2006). No child left behind comes to preschool. The Elementary School Journal, 106(5), 455-466.
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.