No Child Left Behind and the Common Core State Standards
explanatory Essay
724 words
The main goal of both No Child Left Behind and the Common Core State Standards are to have students perform better primary in Language Arts and Mathematics, though the Common Core State Standards does branch out into other subjects, like Science. With No Child Left Behind, there is a focus on testing on Language Arts and Mathematics and schools that do not improve would face sanctions. With the Common Core State Standards, there is still a focus on testing primary in Language Arts and Mathematics and a very detailed map on how to teach the subjects, there is also some guidance in teaching other subjects, like Science. Schools and teachers need to try use the new standards and try to cater to the needs of their students as much as possible, though the teachers might not always be able to do this. Both No Child Left Behind and the Common Core State Standards are not easy to implement, but a teacher has to do what they can to help their students face these new standards.
In No Child Left Behind, students are tested every year from third to eighth grade and once in high school in the subjects on Language Arts and Mathematics. These test scores are broken down into groups, like race and income status. Those schools that do not make adequate progress in each group face sanctions and repeated failings could force the school to allow students to transfer, provide free tutoring, or even school restructuring or closing. The goal with No Child Left Behind is to have every child proficient in Language Arts and Mathematics fix schools that are not able to perform at these levels. The problem with No Child Left Behind is that everything is based on these tests scores and the tests focuses on just Language Arts and Mathematics. As Ravitc...
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... the goals of both No Child Left Behind and the Common Core State Standards are noble, the problem is the heavy emphasis on testing and the limited scope of the subjects. Schools and teachers are judged primary on these tests and the students are learning about how to do well on these tests and not what they need to know for the future. Though the best ways to help their students grasp the concepts is through teaching to the needs of each student, the tests and standards make it hard, if not impossible to differentiate the students and provide a quality education to each student. With how both No Child Left Behind and the Common Core State Standards are being implemented at this point, the students that need the help the most will continue to struggle to understand the content and schools will be blamed for not providing a proper education to students nationwide.
In this essay, the author
- Explains the main goal of no child left behind and the common core state standards is to have students perform better primary in language arts and mathematics.
- Explains that the goal of no child left behind is to have every child proficient in language arts and mathematics fix schools that are not able to perform at these levels.
- Explains that the common core state standards has a focus on testing language arts and mathematics, but it does branch out into other subjects, like science.
- Opines that schools and teachers need to fit lessons to individual classrooms and be able to teach to multiple levels, including fast learners and slow learners.
- Opines that while the goals of no child left behind and the common core state standards are noble, the heavy emphasis on testing and limited scope of the subjects makes it hard, if not impossible, to differentiate the students and provide a quality education to students nationwide.
Related
- analytical
- explanatory
- opinion
- The No Child Left Behind Act (NCLB) is bringing down the American education system for the sake of academic competition with other countries that use better methods. This country hasn’t changed its methods in decades. By addressing different aspects of the problem, it can be solved more efficiently and quickly. Three different aspects will be addressed here: what the American education system already does, what other countries are doing (as well as cultural differences), and what we should be doing. What we should be doing is a general combination of what other successful countries are doing, taking advice from experienced educators, and abolishing stressful, unnecessary practices.
In this essay, the author
- Explains that nclb began a letter grade evaluation system to show if individual schools and school districts were accomplishing anything. the scale forces schools to have all-or-nothing standards in the classroom.
- Argues that poor evaluating systems don't stop at grading districts; teachers suffer from systems like this as well.
- Opines that testing is not optimal for judging a student's understanding, since people writing the nclb act did not have experience in classrooms.
- Explains that nclb focuses schools on one test and has no flexibility in any way. competition is excessive throughout the country.
- Analyzes how the tests have elicited cheating scandals all across the country. some people, such as s of "in school scandals, blame the cheaters, not the tests," are convinced that tests are doing their jobs correctly and the students are failures.
- Explains that finland has some of the most distinguished schools in the world. there are no standardized tests, which makes for no (or fewer) rankings and less chance for competitiveness.
- Explains that american students are regressing in math and science, ranking 25th out of 30, while eastern countries steadily progress.
- Opines that the american education system could become more efficient in teaching and quality of learning by combining the aspects of finnish and other european schools and changing the way we teach.
- Analyzes banchero, stephanie, and caroline porter's article, "schools get taste of own medicine."
- States that brown, emma, "new student goals not colorblind." washington post. 19 sep. 2012: a.1. sirs issues researcher.
- Analyzes downey, maureen, "a decade of no child left behind: a hit or a miss?" the atlanta journal-constitution.
- Analyzes duncan, arne. "change is hard." united states department of education news.
- Cites duncan, arne. "no child left behind: early lessons from state flexibility waivers." united states department of education news.
- Opines that duncan, arne, and sirs issues researcher are tardy in updating no child.
- Explains gerson, michael, and sirs issues researcher, "no child is being left behind." washington post.
- Opines that in school scandals, blame the cheaters, not the tests.
- Opines that as high-stakes tests spread, some students drop the pencil.
- Analyzes smith, morgan, and sirs issues researcher, "after misuse, a push for tutoring."
- Cites spellings, margaret, sirs issues researcher, 27 dec. 2013: a.21.
- Opines that starr, joshua p., "time out on standardized testing." washington post.
- Analyzes summers, lawrence, and sirs issues researcher's article, "our inequality of opportunity." washington post.
- Analyzes the los angeles times' article, "thinkers or test takers?." sirs issues researcher.
- Argues that the no child left behind act (nclb) is a test-and-punish scheme that fails to deal with real problems in schools.
2036 wordsRead More - The Effects Of The No Child Left Behind Actanalytical essayYear after year students put themselves through large amounts of stress, attempts to prepare themselves mentally, and spend majority of their waking hours studying for standardized testing required through the No child left behind act (NCLB). An act put in place by the Bush Administration in hopes and efforts for student around the country to excel in education. However, the No Child Left behind Act is hindering a student’s ability to perform in the classroom rather than the student to excel as planned. Amongst other countries around the world, the United States performs significantly lower in education. Overall, the act had good intentions, but does it really raise achievement and close the achievement gap? Improving education has always been a top priority in the white house. Many laws have been passed but how many have succeed? NCLB is one of the biggest social engineering projects of our time, but shows very little progress in our children’s education. The No Child Left behind Act causes more of a negative outcome by being ineffective at achieving academic improvement, closing the education gap, limiting the teaching material for instructors, and causes a harmful repercussion on children and adolescents mentally and emotionally.
In this essay, the author
- Analyzes how the no child left behind act hinders a student's ability to perform in the classroom rather than the student to excel as planned.
- Explains that the no child left behind act is the most recent restatement of the elementary and secondary education act of 1965 put in place by president johnson to assist with the war on poverty campaign.
- Compares the results of the national assessment of educational progress (naep) to the data received under the nclb.
- Analyzes how gallup polled the general public about their opinions on nclb. both democrats and republicans rated the law equally across all categories of efficiency.
- Opines that nclb's burden on teachers is due to high stakes testing, a narrow curriculum, and scripted pedagogy.
- Analyzes the negative effects of the no child left behind act on african american, latino, and english second language (esl) students.
- Analyzes how "no child left behind" has turned an act to improve education into a debate over racial discrimination.
- Concludes that "no child left behind" has done very little at closing the achievement gap, and did a better job at broadcasting it.
1463 wordsRead More - Is NCLB Necessary?analytical essayThe No Child Left Behind’s purpose is to improve the education by creating a standard in which all students should meet the requirements. These standards consist of all students meeting proficient or above in reading and math by 2014. Similarly the criterion to education was raised after the NCLB act required schools to carry out “scientifically based research" also known as “Science fair projects.” Moreover the NCLB supports “early literacy though the Early Reading First Initiative”. Furthermore the NCLB “emphasizes reading, language arts, mathematics, and scientific achievement as "core academic subjects.” The Department of Education points to the National Assessment of Educational Progress (NAEP) [in 2005] showing improved students achievements in reading and math: “More progress was made by nine-year olds in reading in the last five years than in the previous twenty-eight years combined”; “reading and math scores for black and Hispanic nine-year olds reached an all time high”; and the achievement gaps in reading and math between black and white nine-year olds, and Hispanic and white nine year olds were at an all time low”. In addition, the NCLB bill increases the accountability that is required of the schools and its teachers. Tho...
In this essay, the author
- Explains that the no child left behind act is a nationwide legal system that is considered to improve our education system. however, after the nclb act took effect, not much was accomplished.
- Explains the purpose of the no child left behind, which is to improve education by creating a standard in which all students should meet the requirements.
- Argues that the nclb act is insuring children to be taught by high quality teachers, especially the minority and the disadvantaged.
- Explains that the nclb act encourages schools to work together with the law enforcement to create a safe and healthy environment by enforcing suspension and expulsion policies.
- Explains that nclb is a colossal myth that "no child is left behind" and that schools are not provided the necessary resources to remedy their problem.
- Argues that the nclb's focus is on skills in reading, mathematics, and science, which are all factors related to economic success.
1377 wordsRead More - The No Child Left Behind Act was enacted January 8, 2002. It is the latest federal legislation that enacted theories of standards-based education reform. The act is based on the belief that by setting high standards and the establishment of measurable goals improvement can be made in individual outcomes today in education. Also the No Child Left Behind act requires that states develop the basic skills assessments that are to be provided to all students in certain grades. In doing this the states can receive federal funding for their schools. However, the act does not declare a national achievement; instead the individual state sets the standards. This helps the states fund the schools and provide better for the students.
In this essay, the author
- Explains that before the no child left behind act came into effect there was a report done in 1983 called a nation at risk. the national commission on excellence in education came up with 38 recommendations for schools.
- Explains that the report led to comprehensive school reform efforts, was the impetus for the academic-standards movement, drew attention to the significance of education policy, and a focus on school accountability.
- States that the no child left behind act is the latest federal legislation that enacted theories of standards-based education reform. the act requires that states develop the basic skills assessments that are to be provided to all students in certain grades.
- Argues that the no child left behind program has many shortcomings and has caused much grief to the people.
- Analyzes how the no child left behind act has tried to fix the achievement gap by increasing the federal government's involvement in public education.
940 wordsRead More - No Child Left Behind May Leave Some Behindanalytical essaySchool districts all over the country have undergone countless changes in just a few years. Are these changes for the better? Children in the current school system are faced with numerous tests every year. Why are they being constantly tested? The ceaseless use of standardized testing is a result of the No Child Left Behind Act. Continuous talk about the No Child Left Behind Act can be heard in the hallways of schools nationwide, but why does it matter? The No Child Left Behind Act plays a major role in our students’ education. The students affected by this act is America’s future. Without school making a positive impact on these students, it will be less likely that they will be motivated to make a positive impact on America in the future. The No Child Left Behind Act may be considered a beneficial element in today’s educational system, but the act should be revised. Revisions should be made due to the inefficient measurement of student growth, the stress that is put onto students, and the limitations placed on teachers.
In this essay, the author
- Explains that standardized tests are divided into two separate categories, achievement and aptitude, and states that the state must test students multiple times during their school career.
- Opines that the no child left behind act should be revised because of the pressure put on students from having to take multiple tests.
- Analyzes caillier, james gerard, "the "no child left behind act": are states on target to make their
- Asks, is the 'no child left behind act' leaving children behind?
- Argues that the no child left behind act should be revised due to the inefficient measurement of student growth, the stress put on students, and the limitations placed on teachers.
- Analyzes how standardized testing goals and the no child left behind act place restrictions on what teachers and staff can teach their students.
955 wordsRead More - Who Was Really Left Behind?analytical essayThe No Child Left Behind Act was enacted in order to give young students an equal advantage at advancement into higher education. To level out educational expectations, standardized tests such as the AIMS began to be administered to certain grade groups collecting their levels of knowledge on a universal plane of information. Tests on such large amounts of information do of course require a great deal of teaching and information administration. This raises the question for many, how much time is spent during the school year preparing students for standardized tests and how much freedom does that leave for a broadened learning experience? The simple answer is not much at all. In fact, these tests weigh down the school year with repetitive information by placing high levels of pressure on teachers to ensure their students passing grades. With more pressure on instructors the main focus of the year is consumed by these tests, causing the standards of other grading points throughout the year to drop. The No Child Left Behind Act has actually resulted in a decrease in standards successfully allowing more students to advance, but doing so below the expectations of higher education.
In this essay, the author
- Argues that nclb brings social separations together through educational reform and equality, and that the administration of standardized tests balances the expectations of students.
- Argues that standardized tests may universalize the expectations of students in elementary and secondary education, but the heavy burden of their success lies more so on the teachers.
- Opines that standardized tests leave the teachers in the dark as to whether or not they are providing adequate tools and information.
- Argues that standardized tests are confusing, difficult, and not appropriate, hindering student opportunity to achieve true academic success in higher education.
- Analyzes how no child left behind hindered students and teachers from competing academically due to marginal scores implemented by standardized tests. the aftermath of the program will continue to build until something is done to reverse these ill effects.
- Explains that the no child left behind act was enacted in order to give young students an equal advantage at advancement into higher education.
- Explains that state test scores are regularly used to adjust instruction in nuanced ways. data-driven decision making is one way the promise of education reform might be realized.
- Explains the organization for economic co-operation and development (oecd) and carleton college's "pros and cons of nclb."
- Explains that "regents should abandon one-size-fits-all tests." new york times 13 july 2003: 13.
2299 wordsRead More - Analyzing the No Child Left Behind Actexplanatory essayNo Child Left Behind (NCLB) created a national curriculum that would be taught in every school in America. The No Child Left Behind Act plays an enormous role in the education system. It touches on a broad variety of issues relating to public education, including the dispersal of federal funds and parental choice in the case of failing schools and for the learning disabled.
In this essay, the author
- Explains that the no child left behind act plays an enormous role in the education system. it touches on a broad variety of issues relating to public education, including the dispersal of federal funds.
- Explains that brown v. board of education law outlawed racial segregation in public schools and determined that the "separate but equal doctrine" was unconstitutional.
- Explains that in 1965, congress passed the elementary and secondary education act emphasizing equal access to education and establishing high standards and accountability.
- Explains that no child left behind is the 21st-century recognition of this first major federal venture into education policies, as visualized by our founding fathers.
- Describes the provisions of the education act, including increased accountability for states, school districts, and schools, greater choice for parents and students, flexibility for state and local educational agencies in the use of federal education dollars and a stronger emphasis on reading.
- States that the nclb act will strengthen title i accountability by requiring states to implement statewide accountability systems covering all public schools and students. assessment results and state progress objectives must be broken out by poverty, race, ethnicity, disability, and limited english proficiency.
- Explains that the nclb act significantly increases the choices available to the parents of students attending title i schools that fail to meet state standards.
- Explains that leas must permit low-income students to use title i funds to obtain supplemental educational services from the public- or private-sector provider selected by the students and their parents.
- Explains that the new law requires school districts to spend up to 20 percent of their title i allocations to provide school choice and supplemental educational services to eligible students.
653 wordsRead More - The No Child Left Behind Act and Educational Technologyexplanatory essayThe No Child Left Behind (NCLB) Act has become a large, nationwide issue, since President George Bush signed it into law on January 8, 2002, giving the schools the responsibility to keep every student’s academic achievement at a passing level. (Florida Department of Education; 2003; pg. 1) Each state had twelve years to have all students proficient in reading and math, which gave each state less than a year to create a plan. (Kim & Sunderman; 2004; pg. 19) Title I, which is included in this act, began in 1965 when the Elementary and Secondary Education Act was passed, which gave federal funds to help academically struggling students. (North Carolina Department of Education; 2004; pg. 1) The main purpose of the No Child Left Behind Act is to use state achievement tests to be sure that all children have an equal opportunity to be exposed to high-level education. A standard called Adequate Yearly Progress (AYP) was created to measure how each school district is attempting ensure equal opportunities for all of their students. This standard is measured by race, english proficiency, socioeconomic status, and disability. (Florida Department of Education; 2003; pg.1)
In this essay, the author
- Explains that the no child left behind act has become a large, nationwide issue since president george bush signed it into law on january 8, 2002.
- States the requirements of the no child left behind act, which requires schools to test reading, math, science, and other subjects.
- Explains that a title i school must make ayp for two consecutive years if they wish to not be part of the school improvement status any longer.
- Explains that the no child left behind act created many programs to help the school districts, many of which involved educational technology.
- Describes the enhancing education through technology program, which combines the technology literacy challenge fund program and technology innovative challenge grant program to create a block grant.
- Explains that the early reading first program is directed towards preschool children, while the reading first program focuses on kindergarten through third grade.
- Explains that under the no child left behind act, every child is supposed to have an equal opportunity to succeed in education.
- Explains that the no child left behind act helps to get parents to be more involved.
- Explains the five standards that should be followed by schools: increasing interactions between teachers and students, increasing competence in language and literacy, explaining instructions on the students level, challenging students to make then work toward higher academic achievements, and teaching through conversations.
- Opines that all students, including students with disabilities, deserve an equal opportunity to receive a high-quality education.
- Explains that the no child left behind act has helped students score higher on the nationwide examinations, as well as the state tests, but there are a number of reasons why it is not as efficient as it was originally said.
- Analyzes margaret spellings' speech at the national association of elementary school principals conference in baltimore, where she discussed loosening the standards of the no child left behind act.
- States that many states have recently created a lawsuit against the secretary of the department of education, margaret spellings.
- Explains that utah felt strongly about not having state or individual district funding for the no child left behind act. they passed a bill that states that the state educational standards are priority to the federal education standards.
- Explains that wayne brightly, a schoolteacher in new york city, had never passed the teacher certification exams, but the homeless man passed it on the first try.
- Explains that the no child left behind act was created to give every child an equal opportunity to receive an education that they deserve.
- Explains what the no child left behind act entails and how it is enforced.
- Cites gaddy, barbara, mid-continent research for education and learning, aurora, co.
- Cites kim, j., sunderman, g. large mandates and limited resources: state response to the no child left behind act and implications for accountability.
- Explains the no child left behind act and minnesota’s standards, assessments and accountability.
- Explains minnesota's public schools rules and how they relate to the no child left behind act.
- Summarizes the brief summary of pontiac vs. spellings (2002-2005). national education association.
- Cites the u.s. department of education's guide to education and no child left behind act: helping children with disabilities.
- Explains how the act helps children with disabilities to receive an equal opportunity for education.
- Explains new york state united teachers' educational technology initiatives. retrieved from http://www.nysut.org/research/bulletins/2002nclb_technology.html.
- Discusses the new programs developed through the no child left behind act to integrate technology into school systems.
- Explains that no child left behind. (2004). public schools of north carolina. retrieved on april 20, 2005.
- Explains how the public schools of north carolina are following the no child left behind act.
- Explains that the utah government defies no child left behind act.
- Cites dobner, jennifer, utah legislature snubs federal ‘no child’ requirements.
- Discusses utah's new state law that will be followed rather than the no child left behind act.
- Analyzes loh, laura's campaign for 'no child' changes in the baltimore sun.
- Describes the details of the no child left behind lawsuit. the associated press.
3119 wordsRead More - No Child Left Behind: Is It Effective?analytical essayEver since the Bush administration enforced the act of “No Child Left Behind” in 2002, we have become too accustomed to the term that we have thrown it around loosely and forgotten its original and intentional purpose. The bill states: “the purpose of this title is to ensure that all children have a fair, equal, and significant opportunity to high quality education and reach, at minimum, proficiency on challenging state academic achievement standards and state academic assessment.” As it is already known that every student is required to take a standard test, testing their knowledge and proficiency on the core subjects: E...
In this essay, the author
- Argues that schools should include electives into their curriculum for students since the "no child left behind" act was signed by george w. bush in 2002.
- Argues that students should receive a well-rounded education, and schools should fund more electives to ensure their future success.
- Explains that the bush administration enforced the "no child left behind" act in 2002, but we have forgotten its original and intentional purpose.
- Opines that the loss of teachers and the increase in unemployment in the unites states have little to do with the math and english departments, but they came from the performing arts and athletic departments.
- Argues that teachers are being sent home due to the low scores that students receive on the standardized tests which caused the schools to be in the verge of a shutdown.
- Opines that schools should include more electives in their curriculum to ensure a student's well-roundedness and success now and in the future.
658 wordsRead More - No Child Left Behindopinion essayNo child left behind Act (NCLB) was put into practice on January 23, 2001 by President George W. Bush. The No Child Left Behind act or “NCLB” ensures that each individual child will be guaranteed an education, no matter what level they are at in their academic level. On Jan. 8, 2002, President Bush signed into law the No Child Left Behind Act of 2001. It allows the opportunity to have a better education system in schools. This act will enhance and insure the education and performance of students all across the world. It will enhance America’s public schools. This reform will improve academic achievement across the world.
In this essay, the author
- Opines that the no child left behind act is a wonderful way to ensure better education for each child. parents can sit down daily with the child and go over the basic lessons of what teachers are teaching in school.
- Opines that a consortium targets 'get ready for life' campaign to fight low literacy.
- Explains that the no child left behind act (nclb) ensures that each individual child will be guaranteed an education, no matter their academic level.
- Argues that the no child left behind act ensures that an individual child will receive the proper education they need. parents should identify where their child is at, seek help, and be open minded to what condition they may or may not have.
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