NCLB provides more information for parents about their child’s progress. Reading and math assessments are done several times and provide parents with objective data on where their child stands academically. NCLB requires states and school districts to give parents easy-to-read, detailed report cards on schools and districts, telling them which ones are succeeding and why. These report cards are detailed with extensive data. NCLB ensures that parents have important information regarding the schools their children attend and whether they are performing well or not.
Thesis The No Child Left Behind Act of 2001 should be revised to allow better accountability of student success, accountability of schools progress, and better flexibility for teachers. About “No Child Left Behind” Signed into law in 2002, the No Child Left Behind Act of 2001 had ample bipartisan support. Implementing the belief that setting high achievement goals in education would yield an increase in student success nationwide, the act requires all states to build assessments for all grade levels concerning the basic skills of reading and math. This in turn provides assurances of federal funding for the public schools who participate fully in this practice. The goal of the act is to have every child achieve their grade level in math and reading by 2014.
In Elementary School, there are many children that tend not to pay attention when teachers are giving the reading lessons so teachers argue with them without figuring out the precise reasons for that behavior. As teachers, we need to develop the abilities to catch up when children have any kind of learning problems, in this case a reading disability. If the reading disability is not detected at an early time, many children would probably be affected for the rest of their lives as adults. The reading process has the power that benefits millions of children around the world to increase awareness of the things that happen in our world and prepare them with a great foundation for academic excellence. The reading process is valuable for our knowledge base.
This principle discusses how important parents are in their child’s learning (Tomkins, 2010). I feel that teaching can only benefit from parents being involved in the classroom. At the school where I work, we have a very big problem with parents being involved in their children’s learning. I chose this topic to hopefully help me learn how to incorporate parents in my classroom every day. I read the article, ”The Effects of Parental Involvement, Trust in Parents, Trust In Students and Pupil Control Ideology on Conflict Management Strategies of Early Childhood Teachers”.
Again, with a son in elementary school currently, obviously I have a personal interest in this issue. In addition, as a teacher, I see these same children eight, nine, ten years down the line. I understand that the issues our students face are vast and complicated. But if helping students learn to enjoy reading could be as simple as changing the way we use an assessment tool, wouldn’t it be worth the time and effort to really evaluate its use in our schools?
All in all, the parents of today need to be prepared, motivated, and of course; confident to help their children succeed. Learning is different for each and every child but reading, and more reading to children at an early age can give them a head start in school. So learning grammar for one child might be different than another. As you can see, giving each child the individual attention he or she needs will determine which way is best in developing grammar as a parent. Of course, one method might work on one child and not the other; a combination of different methods might be the solution.
Just because you don’t understand the subject of a test doesn’t mean you can’t get anywhere in life. Exams are a bad way of testing your knowledge at any age. “Our compulsory school-attendance laws once served a humane and useful purpose. They protected the children’s right to some schooling, … Today the laws help nobody”(3) Holt explains that keeping kids in school who don’t want to be there costs “an enormous amount of time and trouble”(3). Even if the teacher was trying to teach the child something useful, him not wanting to be there is a waste of time for them both.
(Ravitch). Standardized test scores might make students lose faith in their goals. When trying to become an expert at specific careers, many skills are required to students that the standardized testing does not provide (Brown). For instance, students do not learn creativity, perspective, and creative thinking on the tests and according to Brown, Roediger, and McDaniel, never learning these skills can impede the success of these students in real life (“Standardized Testing”). Standardized testing lacks skills such as creative thinking, compassion, and perspective (Sternberg).
However, the only way children can grow to make the future a better place is if they receive a world class education. It takes a team effort and collaboration of teachers, principals, school leaders and parents. A policy that appeared in the United States, which was close to addressing the flaws within the education system, is the No Child Left Behind policy (NCLB). In 2001, President George Bush proposed the “No Child Left Behind” Act which aimed to help disadvantage students have access to a fair and improve education system. NCLB aimed to improve schools in four main ways, which are: accountability for results, doing what work best based on scientific method, expand parental options and expand local control/flexibility (Moyers, 2003).
Children are taught many new concepts and ideas in a variety of different ways. It is every teachers dream to give each child a quality education. Children attending school deserves a quality education and should be inspired by a great teacher. With thousands of American schools labeled as “failing”, could the No Child Left Behind Act be a law that every school needs in order to be successful. The purpose of this paper is to elaborate on the No Child Left Behind Act, and how the accountability of testing subgroup provisions may play a major role on the responsibilities of a student’ education.