There has always been an issue with the educational standards in the United States, test scores have been dropping and the achievement gap has been widening. Multiple acts have been passed by congress to help overcome these educational obstacles. One act in particular has been catching the attention of teachers, parents and students alike and not a positive view at that. The No Child Left Behind program was implemented by the Bush administration in attempt to raise the standards in testing and close the achievement gap between races. .The No Child Left Behind program at first glance seems like a marvelous idea, but with further inspection the great idea is actually turning into a chain that holds back all the children who want to move forward.
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).
The name may sound familiar, but the contents of the act may not commonly known or understand. The No Child Left Behind Act, also acknowledged as NCLB, was established by President George W. Bush. This act was set July 1, 2002 ("No Child Left Behind.”). As summarized by the New America Foundation, the No Child Left Behind Act sets requirements for states in order “to ensure all students are proficient in grade-level math and reading by 2014. Schools must make ‘adequate yearly progress’ toward this goal (“No Child Left Behind-Overview”).” This goal is met by issuing standardized test for students to take.
Everyone hates it. It’s a joke. Not obtainable.”—teacher. The No Child Left Behind Act provides incentives for school districts to bring up academic progress, but instead the pressure involved may lead to poor-performing schools falsifying data, teaching to the test, or promoting unprepared students instead of truly improving student performance. Schools which do not achieve their Academic Yearly Progress for two sequential years will suffer loss of funding, corrective action, and may be closed.
...The failed promise of the no child left behind act. Race, Ethnicity and Education,10(3), 295-308. Retrieved from http://search.proquest.com/docview/62050783?accountid=14789 Lee, J., & Reeves, T. (2012). Revisiting the impact of NCLB high-stakes school accountability, capacity, and resources: State NAEP 1990-2009 reading and math achievement gaps and trends. Educational Evaluation and Policy Analysis, 34(2), 209-231.
In an annual report card developed by the NCFOT in 2005 accountability was rated with a ?D? and high-quality assessments with an ?F?. They further explain that Bush?s act encourages the use of commercial testing where they should be using classroom based assessments. Also, the accountability is somewhat misleading and can cause schools that are moving forward to turn into test-prep schools (NCFOT, 2005). While this report card focuses on how the NCLB act affects all subgroups in education, it is important to look at one group in particular; the special education students.
(John Salvia, 2010, p. 27) Instructions must be evidence based, (Powerpoint, 2010) meaning that there are studies to back up a teaching or intervention method that works. NCLB also grades schools based on the yearly-standardized test. If a school “fails” more than one year, parents have the right to move their children to a better preforming school. Assessments are done yearly using a standardized test, which all children take while the other laws have more individualized assessments based on the child’s plan. Federal funding demands that schools comply with participating in NCLB.
Putting children into specific classes based on their successes during standardized tests is not fair to kids who had a bad day, missed a bit too much school, or have yet to understand the importance of trying. This not only inaccurately describes a child’s current intelligence, but also can falsely determine his or her future success as a student. Children’s knowledge varies based on many factors including living situation, cultural heritage, and family income. Most schools with low test scores have high diversity and limited resources; these schools are in need of financial support the most. In order to create the best education system, we must adhere to every student’s needs, no matter who they are or how they learn.
The law is “structured around the annual proficiency testing and reporting of each public school district throughout the nation.” (“No Child Left Behind”) States were required to develop standardized tests that would evaluate both student and teacher progress. These tests would determine what material teachers should use and the amount of funding public schools would receive. Under No Child Left Behind, schools that meet state standards continue t... ... middle of paper ... ...f all levels to continue to learn through ability grouping. Education in the United States will never be perfect but we can learn from the mistakes of No Child Left Behind and improve education for students across the country. Works Cited Darling-Hammond, Linda.
If the school continued to not make AYP, then the school could receive punitive government sanctions. Teachers had to be deemed highly qualified in their subject matter, and school report cards had to be released each year to illustrate student achievement data and scho... ... middle of paper ... ...lenge them as well as help them to learn, the students are able to achieve academic progress. References Dee, B. and Jacob, T.S. (2011). The impact of no child left behind on student achievement.