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Consequences of the no child left behind act
American education
American education
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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.
The No Child Left Behind Act was passed in 2001. It was not written by teachers, educators, or parents, but by legislators who did not have experience in education. The act was written because the government felt that students were not proficient enough in basic skills, such as reading level, fundamental math skills, as well as other subjects. The writers believed that every person should have the same education, which would produce the same outcome in each child. NCLB changed school curriculums to focus on their standardized tests, which would ultimately evaluate how well the teachers, school districts, and students are performing. Arne Duncan, an American education administrator, believes that “…NCLB holds all students to the same, challenging standards…” is the best way to explain the program in an unbiased perspective. To put it more harshly, “No Child Left Behind is a test-and-punish scheme that fails to deal with real problems in schools,” says Michelle Rhee, a chancellor in Washington, D.C. “[It] ends up dumbing down educational quality.”
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... A.8. SIRS Issues Researcher. Web. 20 Mar. 2014.
10. Layton, Lyndsey. "As High-Stakes Tests Spread, Some Students Drop the Pencil." Washington Post. 15 Apr. 2013: A.12. SIRS Issues Researcher. Web. 20 Mar. 2014.
11. Smith, Morgan. "After Misuse, a Push for Tutoring." New York Times. 20 Oct. 2013: A.25A. SIRS Issues Researcher. Web. 20 Mar. 2014.
12. Spellings, Margaret. "For Better Scores, Tighten Standards." Washington Post. 27 Dec. 2013: A.21. SIRS Issues Researcher. Web. 20 Mar. 2014.
13. Starr, Joshua P. "Time Out on Standardized Testing." Washington Post. 08 Feb. 2013: A.19. SIRS Issues Researcher. Web. 24 Mar. 2014.
14. Summers, Lawrence. "Our Inequality of Opportunity." Washington Post. 16 Jul. 2012: A.15. SIRS Issues Researcher. Web. 24 Mar. 2014.
15. "Thinkers or Test Takers?." Los Angeles Times. 15 Jul. 2012: A.21. SIRS Issues Researcher. Web. 24 Mar. 2014.
Michels, Patrick. "Testing the Limits: a Texas Mother’s Radical Revolt Against Standardized Tests." Texas Observer. N.p., 21 Feb. 2013. Web. 27 Apr. 2014. .
The No Child Left Behind Act of 2001’s main purpose was to enhance the education system and hold schools accountable in its attempt to bring equality in the fight against poverty for poor and minority groups. Once this Act was signed into law the American public expected an overhaul of the education system with only good outcomes. The public assumed our children would be receiving the best education available and the economic issues that plagued schools would no longer be a problem. In the beginning of its implementation No Child Left Behind was expected to bring America up to standards with other nations, this was something that America has struggled to do for many years. Our children were now being put first according to Act and the public and many political figures were ecstatic over the possibilities.
Works Cited http://schoolsofthought.blogs.cnn.com/2012/05/17/the-high-stakes-of-standardized-tests/ http://blogs.edweek.org/edweek/on_performance/2011/07/why_we_still_need_standardized_testing_post-scandal.html http://www.forbes.com/sites/danielfisher/2012/05/02/poor-students-are-the-real-victims-of-college-d
Miltich, Matthew. "Standardized Testing and Assessment Do Not Improve Education." Education: Opposing Viewpoints. New York: Greenhaven, 2005. 151-54. Print.
The policy “No Child Left Behind (NCLB)” is a policy where Federal legislation has mandated that children be tested, and where there is compliance with standards. Simply means, that all children must meet standards. The standards are defined by the states, and all children will be subject to testing, starting from as early as third grade. The students will be tested annually, in order to ensure that they are getting the type of education that they are entitled to, as determined by their performance on standardized tests.
Ravitch, Diane.. "Ravitch: Standardized Testing Undermines Teaching." NPR. NPR, 11 Apr. 2011. Web. 24 Mar. 2014. .
Evans, Donia. "The Case Against Standardized Tests." The Meridian Star. 24 Nov. 2013. The Meridian Star. 01 Dec. 2013 .
The No Child Left Behind Act (NCLB) is an education policy originally proposed by President George Bush in 2001. Since then President Barrack Obama has added modifications in order to better educate the students of our Nation. The purpose of the NCLB is to enable all children to the same rights for education. Each child, regardless of race, gender or location should be able to obtain equal education. The policy requires highly educated teachers and annual state testing that is submitted to the government.
Pilon, Mary. "Differing Views on Value of High School Tests." The New York Times 06 Jan. 2013: 6(L). Opposing Viewpoints in Context. Web. 25 Nov. 2013.
No Child Left Behind (NCLB) is currently the educational policy in the United States. Prior to NCLB the educational policies in effect were “A Nation at Risk, in 1987 America 2000, and a few years later with Goals 2000” (Eisner, 2001, p.21). No Child Left Behind is a test based accountability system used in schools to measure their performance holding the districts, administrators and teachers liable and accountable for the outcomes. Supovitz (2009) States that No Child Left Behind was a major reform initiative intended to bring about widespread improvements in student performance and reduce inequities between ethnic groups and other traditionally under-served populations like economically disadvantaged students, students from major racial
Medina, Jennifer. "New Standards Mean More F's In State Testing." The New York Times. The New York Times, 28 July 2010. Web. 19 Apr. 2014
The No Child Left Behind act was implemented in 2002. According to the National Education Budget Project, NCLB requires states to test students annually and requires states, school districts and schools to ensure that all students are proficient at grade level. The state defines what grade-level performance is and are accountable to make sure the students achieve it. The Advancement Project article “No Child Left Behind Catalyzes” states, “No Child Left Behind’s ‘get tough’ approach to accountability has led to more students being left behind, thus further feeding the dropout crisis and the School-to-Prison Pipeline”. NCLB has made schools less effective and worsened the environment.
Kohn, Alfie. The Case Against Standardized Testing: Raising the Scores, Ruining the Schools. Portsmouth NH: Heinemann 2000.
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
“Stop the War Against Standardized Tests.” Defining Ideas: A Hoover Institution Journal. N.p.: Hoover Institution, 2011. N. pag.