No Child Left Behind

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LITERATURE REVIEW Rushton talks about the funding for the No Child Left Behind is being held back if the students don’t do well on the standardized tests. So if the students don’t do well on the testing the teachers are being affected in the way of how much they are getting paid, also affects the school districts funding. This is encouraging the teachers not to teach the way they should, but they are teaching in the way of let’s just make the students do well on the standardized tests. In this article Rushton talks about how the brain of the student learns. Rushton talks about how the pre-frontal lobe is responsible for the thinking skills, creativity, and also making judgments. For the students that are taking the standardized test they may not have this area all the way developed, and that could be one of the major reasons that the teachers are not make the criteria of the test scores. If that is happening should the teachers really be counted responsible for what the student is not learning? Teachers need to create the environment where the students can grow at their own independent rate. “Effective teachers support brain development by encouraging children to make discoveries in well-planned environments that support student autonomy” (Rushton 89). The NCLB provides the funding for the school districts that make the grades on the standardized test but the schools that don’t make the grade has a disadvantage because then the NCLB doesn’t give the funding to the schools. “Research has shown that the teachers employed at low-preforming schools often are less qualified teachers while the students may have less extensive academic preparation” (Rushton 91). The connection in this resource is that it may not be the teacher’s fault... ... middle of paper ... ... Evaluation. Opposing Viewpoints School Reform. Ed. Noah Berlatsky. Detroit: Christine Nasso, 2011 129-133. Print. Ferriter, Bill. Standardized Tests Alone Should Not Be Used to Evaluate Students. Opposing Viewpoints School Reform. Ed. Noah Berlatsky. Detroit: Christine Nasso, 2011 94-99. Print. Henslin, James M. Sociology: A Down-to-Earth Approach. Boston: Pearson, 2012. Print. Maleyko, Glenn, and Marytza A. Gawlik. "No Child Left Behind: What We Know And What We Need To Know." Education 131.3 (2011): 600-624. Academic Search Elite. Web. 28 Feb. 2014. Rhodes, Jesse H. An Education In Politics. New York: Cornell University Press, 2012. Print. Rushton, Stephen, and Anne Juola-Rushton. "Classroom Learning Environment, Brain Research and the No Child Left Behind Initiative: 6 Years Later." Early Childhood Education Journal 36.1 (2008): 87-92. ProQuest. Web. 3 Apr. 2014

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