The No Child Left Behind Act of 2001 is the reformation of the Elementary and Secondary Education Act. (Cortiella, 2005) This law attempts to make educators accountable for all the children they teach. Children are tested yearly in grades 3-8 to ensure they are making adequate progress and learning. (John Salvia, 2010, p. 27) There is also funding provided for children in grades 3-8 for reading interventions. (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.
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.
Why are these days treated so differently? These situations began after the No Child Left Behind Act was passed in 2001. This act was passed in attempt to lessen the achievement gap in America. For the past twelve years, all American students have been required to take standardized tests in order to measure a school’s progress and hold them accountable for teaching the expected curriculum. After almost 15 years of this act being enforced, NCLB’s requirements support a one-size-fits-all framework, create a dumbed-down curriculum in schools, allow impoverished community schools to weaken, and lessened the financial support for all schools in the United States.
By the year 2005-2006, the states were required to assess all students annually in grades 3-8, and these tests had to be aligned with the state standards (Editorial Projects in Education Research Center, 2011). In addition, a representative sample of 4th graders and 8th graders had to participate in National Assessment of Education Progress (NAEP) testing program in order to be compared to other students nationally (Editorial Projects in Education Research Center, 2011). For a school to meet academic progress, certain subgroups and the school has a whole had to make adequate yearly progress. If the school failed to make AYP, then the school could receive supplemental services and parents could send their children to another school. If the school continued to not make AYP, then the school could receive punitive government sanctions.
(http://www2.ed.gov/nclb/accountability/index.html)ASK ABOUT LONG QUOTATION FOR THIS SECTION. What this means is that each state must spell out how they plan to lessen the achievement gap and make sure that all of their students, regardless of their status or abilities, reach proficiency. In addition, the state is required to send out report cards to parents and communities regarding state and school progress. If a particular school isn’t moving in the right direction and isn’t making progress, it must provide additional services, for example tutoring, and take corrective actions to make the school better. If after all of this the school still is not reaching AYP after five years, changes will be made at the foundation of the school, changing the way it is run.
(Caillier, 2007, p. 583) States are accountable to meet the basic tenets or goals of the act. The governors could use the Act to make a change within k-12 educational system. (Caillier, 2007, p.583) Also, one of the goals of the Act is that every child should meet 100 percent proficiency by the year 2014. For this to happen, each state should create a way to keep track of... ... middle of paper ... ...e workings of public school systems across the country, it puts higher burden of responsibility on the schools and states. The Act puts pressure on schools so they could see of each student is meeting the proficiency set in place.
The State of Connecticut Legislature created a statue (Section 10-14n) that mandates statewide standardized testing for students in 4th, 6th, 8th and 10th grade. The tests assess performance tasks and a set of specific skills, which are aligned with the Connecticut Common Core of Learning and National Standards. Students are evaluated against that set of specific skills, not each other (Connecticut Mastery Test Program Overview 14). In 4th, 6th and 8th grade, students take the Connecticut Mastery Test (CMT) and the Connecticut Academic Performance Test (CAPT) is administered in 10th grade. The movement for standardized testing began in 1985 with the CMT and the testing trend continued with CAPT in 1994.
And how does it relate to standardized testing? The purpose of the No Child Left Behind act (NCLB) is to hold schools accountable for the performance of its students. This accountability is based on whether or not the schools, districts and states are making adequate yearly progress (AYP). This encompasses all students, including those from disadvantaged economic backgrounds, students with disabilities, students from minority ethnic or racial groups and those with limited English proficiency. This progress is in accordance with the national goal of having 100 percent of students reach academic proficiency by the end of the 2013-2014 school year.
The states will measure the progress by testing every child in grades 3 through 8 in reading and math, states will implement fair and effective annual tests and Washington will provide funding to states to design and implement tests. If the schools do not improve Parents, voters, and taxpayers will know if schools are improving, schools that do not improve will receive extra help with planning and technical assistance. After receiving extra help, schools that do not improve may be restructured. Flexibility means that No Child Left Behind gives communities the freedom to find local solutions for local challenges. For example…to provide more local control and flexibility, 50% of the formula funding from the following programs may be distributed among any of the programs: Teacher quality, education technology and safe and Drug-Free schools.
Schools and districts are required under No Child Left Behind to show annual results of the state assessments (No Child Left Behind: A Parents Guide). Each state chooses which assessment tests are to be administered to its students. The same assessment test must be used for all students in a single grade level throughout the state so that results can be compared. The No Child Left Behind Act requires either an annual 95 percent student participation rate or a three-year average of 95 percent student participation in assessment tests for schools to make adequate yearly progress(Aronson). The only way we can expect to see results in failing schools is by holding them responsible for their assessment results.