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The no child left behind act negative effects
Review of the no child left behind act
The no child left behind act negative effects
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When it comes to students that are English language learners, they are people who are learning the English language in addition to their first language. There are many policies and acts that help English language learners receive the proper education. One of the acts that help the students that are English language learners is the No Child Left Behind act in which this act recently has been replaced Every Student Succeeds act. The No Child Left Behind act that was approved in 2002. This act was put into place because they wanted to ensure that all schools went up on their performance mainly with the students that were English language learners, special education and students who were just having a hard time achieving. The No Child Left Behind According to the in article Challenges in the No Child Left Behind Act for English-Language Learners, it was mentioned the No Child Left Behind Act was put into place to help students, including English Language Learners to help them reach high standards in Mathematics and English Language Arts (Abedi, Dietel, 2004, According to the article Making Sense of NCLB for English Learners, they believe that the NCLB has made sense for the English Learners. This article talks about the strengths that NCLB act has on English language learners. According to the article it was mentioned that in 2002 that they required every school district to investigate the academic success of all English language learners separate and compare their achievement to whites, blacks, Asians, and non-English language learners (Leos, & Saavedra, n.d.). The states were also required to not remove an English Language learner from the classroom (Leos, & Saavedra, n.d.) A way that NCLB has helped contribute to the academic success is that for the first time ever they were required to observe around the reporting of language and educational achievements of English language learners (Leos, & Saavedra, n.d. This has helped to come up with a system that helps address the needs foe English language
After viewing the panel discussion about how our local school districts have implemented English Language Learning in their school, I am very intrigued. From what I gathered the field of ELL is a growing industry in education, especially in Colorado Springs. We have ELL’s students coming from all over the world. Here in Colorado Springs alone, school districts have to accommodate for over fifty different languages spoken by ELL’s. I can only imagine the challenge that comes with such a diverse group of non- English speakers in our community schools.
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.
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.
Due to the rise in immigration and the demographics of classrooms in America are changing. As a result, English Language Learners are becoming more common in schools. English Language Learners make up one of the largest demographics in the American Classroom (Flynn & Hill, 2005). These students have been observed to have a major achievement gap because many of these students are placed in mainstream classrooms with basic literacy skills. Many English Language Learners are born in the United States (Goldenberg, 2008). These students have only attended the school system in America. However, the achievement levels are nowhere near the level of their peers. According to Calderon, Slavin, and Sanchez (2011) “these students, who have been in U.S. schools since kindergarten, are still classified as limited English proficient when they reach middle or high school— suggesting strongly that preschool and elementary programs are not adequately addressing the needs of English learners.” The achievement gap between English Language Learners and native English speaking students is extremely high. English Language Learners tests scores are low. According to the 2007 National Assessment of Educational Progress, “fourth grade ELLs scored 36 points lower than their peers on the reading section of the test and 25 points below their peers in math. The results in eighth grade were worse with a difference of 42 points in reading and 37 points in math” (Goldenberg, 2008). The gap between ELLs and non-ELLs are three to eighteen points larger then students from low-income households.
Because America is such a diverse country, public schools are faced with the challenge of providing students from all over the world with a quality education. As Chen points out “public schools have embraced the linguistic challenge presented by immigrant students” (¶1). Then, No Child Left Behind law was approved, and it required every public school should have an English Secondary Language (ESL) program that will provide the “academic support” for English Language Learners (ELLs). ELL parents are happy that their children are getting education help from the school, but it has raised the question of how successful are the ESL programs? Do ESL programs provide enough “academic support” to all ELL students? Do ESL programs have enough tools to help students learn English? Some ELL parents complain that ESL programs do not help their child learn English. A successful ESL program is not based solely on the test scores, but also the ability to connect parents, teachers, and students together to strengthen tools that will help ELL students to learn a new language in reading, writing, and speaking.
No 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.
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. President Bush?s NCLB act is forcing special education students to perform on statewide assessments that are above their intelligence level and are often requiring them to pass the assessments in order to receive a high school diploma. This often causes teachers, such as Lindley Corcoran, a special education teacher at Sheppard Pratt private school for students with severe disabilities, to teach to the test rather than teach practical functional skills which she believes will be ...
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
Since the No Child Left Behind Act, also known as NCLB, has come into effect, it has caused some concerns with teachers and parents alike on how well it is working for the students. There have been issues that have arisen that needed to be addressed and instead been overlooked when a child does not meet with the school’s standardized testing and is pushed onto the next grade level.
When do English language learners need to be placed in special education? In the United States, there has been an increase in in the number of children from Spanish speaking backgrounds. The English Language Learners, commonly known as ELL’s, are being placed in Special Education without being properly tested for a learning disability. However there are a large number of ELL’s with learning disabilities in elementary grades that truly have a learning disability and are over looked.
This required each state to develop a set of standards that each child would need to know in math and reading. The NCLB also required almost all of the students to be tested annually throughout elementary and middle school grades (Webb, Metha, Jordan 2013). The act also strived that all students would test at a proficient level by 2014. The impact of this decision was that the government would be more involved than ever before in how a school taught, what the school taught, and the requirements of outcomes. The downside impact of this was that states changed the proficiency levels over the years and there has been inconsistent data given when reported. In a report with control groups it is shown that there were changes before and after implementation of the NCLB (Ladd 2010). With that information one could conclude that the act was successful and should be further pursued along with
As students in a Structure & Philosophy class, one of the main components has been to introduce and familiarize us with the No Child Left Behind Act. President Bush passed this legislation on January 8, 2002. The NCLB Act was designed to ensure each and every student the right to a fair education, to give parents more options in their child’s education, and to guarantee all teachers are highly qualified. By highly qualified, the act means teachers must have at least a bachelor’s degree, have full state certification or licensure, and have demonstrated competence in their subject areas (US Dept. of Education).
The No Child Left Behind Act (NCLBA) deals with student achievement standards by holding schools accountable for the achievement of their students (Implementation 11). The NCLBA uses standardized tests to chart the success of students. If students are not meeting standards, the school is required to offer tutoring, which is funded by the state with Title I, the education mandate passed in which granted all public schools access to federal grants, money (No Subject 7). The Act itself is not the problem; the problem is that the Adequate Yearly Progress (AYP) standard which is a big part of the NCLBA is not being met. The AYP standard is not being met because schools are not changing their methods quickly enough. It was said in the NCLBA that schools nationwide were to have 100% proficiency of the AYP standard within 12 years (Implementation 9). Since the passing of the NCLBA in 2001, most public schools, nationwide have not improved at all.
The No Child Left Behind Act was set into place with the goal to improve student performance in school, and close the achievement gap between students; as Stecher, Vernez, and Steinburg state, “When congress passed the No Child Left Behind Act of 2001 (NCLB), it established an ambitious goal for the nation’s states, districts, and schools: All children will be proficient in reading and mathematics by the 2013-2014 school year” (1). While the No Child Left Behind Act was implemented with good intentions, the act itself is one of the main reasons the United States is falling behind in educational rankings. One of the most common complaints of parents surrounding the No Child Left Behind Act is the weakest link factor: the weakest student sets the pace in the classroom. The weakest student...
As Rodney Paige, former Secretary of Education, said, “We have an educational emergency in the United States of America” (Hursh, 2007). The American ideal of egalitarianism essentially states that individuals should have an equal opportunity to pursue their dreams, and an important part of being able to achieve this is attaining a quality education. Students of differing racial, cultural, socioeconomic, and ability levels should all have the same opportunities in receiving a high-quality education. Unfortunately, this is not the case. The No Child Left Behind Act (NCLB) is seeking to change this. The NCLB is the current authorization of the Elementary and Secondary Education Act (ESEA) (Houston, 2007), which was passed during President Lyndon B. Johnson’s administration. Every five years the ESEA is renewed. It is currently due for renewal in 2014.