Jessica Smith
Annotated Bibliography
Cynthia Mwenja
English 102-904
22 February 2016
No Child Left Behind: Is it Still Working?; Annotated Bibliography
Ashby, Cornelia M. No Child Left Behind Act. [Electronic Resource] : Education Assistance Could Help States Better Measure Progress Of Students With Limited English Proficiency : Testimony Before The Subcommittee On Early Childhood, Elementary And Secondary Education, Committee On Education And Labor, House Of Representatives. n.p.: [Washington, D.C.] : U.S. Govt. Accountability Office, [2007], 2007. University of Alabama Libraries’ Classic Catalog. Web. 22 Feb. 2016.
This article talks about helping out students with limited English proficiency and how they can better track their progress
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She also talks about how the CMS plan was put into place as the School Choice plan to even out racial balance in each school. According to the No Child Left Behind act, every school has to make yearly progress, but only title 1 schools get sanctioned if they do not meet the yearly progress requirement. Hastings gives stats on schools from 2003-2004 that were title 1 schools and they did not meet the yearly progress goal. The parents of those schools were sent letters that said they were allowed to send their students to other schools that did meet the requirements. This was a good thing for students and parents. This gave the students opportunity to succeed in school where they might not have been …show more content…
Parents have said that their children are not actually learning in school they are just memorizing material that is going to be on a test. The school districts are not satisfied with congress because of the lack of funds they are given to provide what is necessary in the act. Some schools are having to drop unessential classes to help raise test scores. Parents believe that the act is unfair regarding students with disabilities and students that are diverse. All students no matter what their situation are required to take standardized tests on their grade level. Teachers and parents disagree with this act because the students in each school district are on a different pace than the other school districts and the testing material is the same no matter how fast each teacher is
“Let Them Talk!” written by Wayne E. Wright is an article that focuses on the idea of promoting English Language Learners (ELL) oral-language skills in the classroom instruction time to improve their literacy and academic achievement. Too often are an ELL’s speaking and listening skills overlooked and not given enough attention to, even though it is one of the most important parts of communication. Wright encourages teachers working with ELL students to allow time for the student to adjust, not to pressure them into their language development, respect their various stages, bring them into whole class and small group discussions, correct simple language errors in speaking that impeded comprehension, and have them interact and communicate in the classroom for meaningful purposes.
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.
In many different states there are struggles and difficulties that the students face in order to get a decent education in grade school. The documentary states the many different changes that were practiced in order to try and make education better still failed due to the lack of resources for the students within districts. Michelle Rhee, who was an American advocate for the Reform of Education addressed these concerns and came up with many ways to try to better the districts in order for students to be successful. Although there were many programs and laws passed in the education system the NCLB( No Child Left Behind), was an act that protected the students to ensure they could understand and perform at basic levels. In many states, this still remains a problem throughout the school system for students, but they are gradually working to solve these problems and better the education for these students. Lastly, there are many states that are following the KIPP charter schools, which were created and organized to ensure that students will have the resources in order to look forward to a better
The implementation of the No Child Left Behind Act applied a market approach to school reform as a way of improving the school system. This new law promised an era of high standards, testing, and accountability in
Neill, Monty. "The No Child Left Behind Act Is Not Improving Education." Education: Opposing Viewpoints. New York: Greenhaven, 2005. 162-68. Print.
Education is the foundation of American society. It empowers the youth of America to become the successful leaders this country needs for the future. Education has been one of America’s top priorities since 1965, when the Elementary and Secondary Education Act was passed. Now, education is controlled by the No Child Left Behind Act, which was launched in January 8, 2002. This act was passed with intentions from the government to provide Americans with a more superior education system. However, The No Child Left Behind Act carried many flaws which were left unseen to a vast majority of the public. This act limited American students by not allowing them to demonstrate their full academic potentials while proceeding in school. While the act was still fairly fresh, there was already evidence to prove that it had already gotten off to a bad beginning. For the crucial math and science courses, statistics showed minimal improvements which had begun around the time period in which the No Child Left Behind Act was passed. The act was also supported by a number of educators who voiced themselves by testifying against having the right to teach at their own free will. Teachers across America claimed that because of this new act, they felt a constant heaviness upon their shoulders from the state government to “Teach the test.”
...spects that put too much of a burden upon the teachers. All children deserve an excellent education, but it takes more than the teachers and the school system to ensure the success of a child. The child must have the drive and parents as well must be involved. Although the plan has many great ideas, the school system should not be punished if a small group fails what about the large amount that is doing wonderfully? This law was an outstanding start. Now that lawmakers are aware of the problems, they need to act. The worst that could happen is that No Child Left Behind is unchanged, leaving behind yet another child. (Symonds) ?Reform is no longer about access or money. It is no longer about compliance or excuses. It is about improving student achievement by improving the quality of the education we offer American students.? Secretary of Education Rod Paige.
...erformance. The biggest issue seems to be accountability, which is an important aspect to students, teachers, and school boards. The final issue deals with the goal for 2014. To predict that 100% of students would be college-ready by this year is impossible. Some students will always need help- this is a simple statement that must be first understood before setting realistic goals. Additionally, some students will always be ahead. The goals of this act were farfetched, and should have been viewed as impossible from the beginning. Governer Rick Scott believes these misunderstandings provide a chance to gain “more local control” (2012, Armario) which he is very “enthusiastic about” (2012, Armario). The No Child Left Behind Act was started with high hopes that were never fully accomplished, but I believe that it can be successful after modifications and reevaluations.
The current debates surrounding the No Child Left Behind Act of 2001 are both positive and negative. Many politicians and people that previously supported the Act are now standing against it. In the beginning many supported the new Act because everyone was aware that a change needed to happen in the education system and the proposal of No Child Left Behind seemed like the answer we were looking for. As the No Child Left Behind requirements began to be felt in the school systems across America and the assessments results started coming in, everyone took a step back and really began to look at the new law. The results were not what everyone expected, what was once considered an answer was now becoming the problem.
First, teachers are rarely prepared to handle the challenges of assessing students who have a learning disability coupled with limited English proficiency (Haung, Milczarski, Raby, 2011). Teachers usually have trouble distinguishing between a learning disorders and acquiring a second language. Eve...
It is not in America’s best interest to pass the proposal to require standardized testing at elementary school levels, or to force students to pass exit exams to earn their diplomas. If we wish for our children to be informed and educated, and ready to survive on their own in the real world, we need to give them the tools that will get them there. These tests are not accurate, and they are detrimental to the education of children. There should be no debate over how our representatives in Congress should vote on this bill.
All four of these major flaws in the system combine to create an incredibly unfair atmosphere for English language learners in public schools. Data suggests that English learning students produce scores “20-40 percentage points below other students on statewide assessments,” (Menken). It is clear that the design of standardized tests are biased toward English speakers. Thus, as a result of the No Child Left Behind act, ELL’s are left behind significantly more than English speaking students strictly as a result of English comprehension. From these flaws and biases, Kate Menken argues that standardized tests are in fact a language policy issue. Menken claims that English literacy has become an important gate-keeper in immigration. She refers to Leibowitz’s words to support her argument: “English literacy tests and other statutory sanctions in favor of English were originally formulated as an indirect but effective means of
Horsey’s cartoon captures an exaggerated view of what most public school classrooms look like today. With these exaggerations, Horsey is successful in demonstrating the apparent contrast in the ways the arts are treated in comparison to how standardized tests are treated. The machines on some children’s heads shows what schools want students to think about, tests and what they need to do to pass. This illustrates the issues of the current No Child Left Behind laws and epitomizes the way schools and students think.
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.
The achievement gap is greatly evident and impacts the low-income, minority students the most. Although the federal government attempted to resolve this problem with No Child Left Behind, the social problem is still evident. As there is still much pressure on standardized tests and annual reports, reformation is needed. No Child Left Behind has proven to be inadequate and rather highlights the urgency for education reform. Although the act is called “No Child Left Behind,” an appropriate title would have been “Education Left Behind.” More than focusing on test scores, education should prepare students in how to contribute to