The No Child Left Behind Act: Impact on the Assessment of Special Education Students
Three years after the No Child Left Behind Act (NCLB) moved into our schools there is a great deal of controversy that questions whether the act implemented by President George W. Bush is helping or hurting an already suffering school system. There are many dimensions of the NCLB act that have been questioned over the past three years; the fair assessment of students with disabilities is one of them. As the National Center for Fair & Open Testing (NCFOT) reported, the public relations aspect of this act is strong.
However, all other areas of the new law are falling short of meeting their goals. 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. 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 ...
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...ting Office.
Fair Test. (2005). The National Center for Fair & Open Testing. Retrieved from
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Improving accountability for limited English proficient and special education students
under the No Child Left Behind Act. (2003). Washington Area School Study Council.
No educator left behind: Testing special education students. (2003). Retrieved March 18,
2005, from http://www.education-world.com/a_issues/NELB/NELB025.shtml
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American Psychologist, 35, 31-35. Retrieved from www.apa.org
The implementation of the No Child Left Behind Act applied a market approach to school reform as a way of improving the school system. This new law promised an era of high standards, testing, and accountability in
In life, empty, forsaken, lonely people in dire need of help put their faith toward God or a significant individual. A current example includes the 10 year old boy released by his kidnapper after singing a gospel song for hours. In Mark Twain’s The Personal Recollections of Joan of Arc, Joan Arc, a teenage French military commander shows faith whenever she goes to battle or is about to face death. Eventually she gets captured and even though she will die she continues to keep her faith in God. By showing the effects of faith on Joan of Arc and her comrades, Mark Twain illustrates his belief that the value of an intense personal faith is important in everyone’s life.
The two-line struggle which broke between Mao Zedong’s promotion of socialism and his opponents’ lapsed into revisionism. The designation of Liu Shaoqi with the dominant authority was an assertion that consensus had diminished over a variety of issues, including the economy and ‘spontaneous developments towards capitalism’ in the countryside. The party was accused of having become ‘divorced from the masses’ and education thrived of ‘bourgeois individualism’. The struggle between the Soviet Union and China was escalating, in which a split seemed to be inevitable. Mao as a result attempted to spur China’s independent economic development through the Great Leap Forward. Hence the social violence of the Revolution was caused by the incoherence of pre-Cultural Revolution political system as explained by Richard Kraus, “Maoism itself was embodied in the paradox that Mao wanted people to act voluntarily exactly as he wanted them to, without quite trusting they would do so.” Shifting from this political argument, Lynn T. White III interpreted the Cultural Revolution as an unintended result of administrative policies, claiming the campaigning, controlling and labelling of such swayed students’ attitudes towards each other and their leaders, hence seen as merely the long term cost of these
To tackle the threat of famine, Liu think that some free markets should be allowed as the only way of combating famine. He implemented polices that allowed peasants to cultivate private plot in the backyard of their homes and sell produce to farmers’ markets. Liu also decentralized economics decision-making and planning to economic organizations below the level of communes, restored material incentives to peasants and collective farming, and carried out more realistic economic planning and programs. (Guo, 2013) As a result, about half of the farm land in China was in the hands of individual families once again. The results of these changes were sudden increases in the amounts of food being produced in China. (Karl, 2010)
Mao's period of communal reform and the establishment of the Communist party from 1949-1976 was needed in order for Deng's individual oriented, capitalist society to thrive. Mao's period encompassed the structure of a true dictatorial communist government. It strove to concentrate on unifying communities to create a strong political backbone while being economically self-sufficient and socially literate and educated in Maoist propaganda. Under Mao's leadership individual wealth was seen as a hindrance to community goals in meeting production quotas and was crushed by such policies as collectivization, land reformation, and movements such as The Great Leap Forward and Cultural Revolution. Under his rule, modeled under the Stalinist USSR archetype, China raised its masses from poverty and starvation to a standard of living that was considered a substantial upgrade.
In order to determine whether or not the No Child Left Behind Act is doing its job successfully and efficiently, one must first understand exactly what is involved in the act. This act is the most recent renewal of the Elementary and Secondary Education Act of 1965. Similar to laws in the past, this particular act has been revised and added to numerous times to make sure it encompasses everything necessary for the education system and the students. The No Child Left B...
The purpose of this paper is to elaborate on the No Child Left Behind Act, and how the accountability of testing subgroup provisions may play a major role on the responsibilities of a student’ education. The paper also focuses on what information parents are receiving to actually know how their student(s) are performing in class and whether each student’s performance is within state compliance with NCLB.
William Paul Wanker and Kathy Christie. Peabody Journal of Education, Vol. 80, No. 2, Federalism Reconsidered: The Case of the No Child Left Behind Act (2005), pp. 57-72
“Making the Grade,” which was published in the Salt Lake Tribune in September of this year, is an article arguing the negative sides of the No Child Left Behind Act. Through this article, a majority of the discussion regarded the budgeting involved with NCLB. This article calls No Child Left Behind a “one-size-fits-all formula for improving education in America” (Making the Grade). According to President Bush, the NCLB Act is “’the cornerstone’ of his administration” (Salt Lake Tribune). Like with any legislation, however, come both positive and negative sides.
Bell, Andrea L., and Katie A. Meinelt. "A Past, Present, and Future Look at No Child Left Behind." Human Rights. 38.4 (2011): 11-14. MAS Complete. Web. 12 Mar. 2014.
The No Child Left Behind Act, a federal social program that tries to encourages after school programs should be eliminated and the extra funds given to schools to decide where it goes.
The CCP then called upon all Chinese to engage in physical labor to transform the economy, forcing over 100 million people into projects such as land reclamation and the construction of irrigation systems, which were designed to increase agricultural production. During the Leap, huge self-sufficient communes were established in the Chinese countryside, and China proclaimed that it would overtake England in the production of major products in 15 years. Chinese leaders thought that China was on the verge of establishing a Communist utopia, in which all people would work together to mak...
The Great Proletarian Cultural Revolution, beginning as a campaign targeted at removing Chairman Mao Zedong's political opponents, was a time when practically every aspect of Chinese society was in pandemonium. From 1966 through 1969, Mao encouraged revolutionary committees, including the red guards, to take power from the Chinese Communist party authorities of the state. The Red Guards, the majority being young adults, rose up against their teachers, parents, and neighbors. Following Mao and his ideas, The Red Guard's main goal was to eliminate all remnants of the old culture in China. They were the 'frontline implementers' who produced havoc, used bloody force, punished supposed 'counter revolutionists', and overthrew government officials, all in order to support their 'beloved leader'.
Mao resigned as president of the Peoples Republic of China (PRC) in April 1959 , after the Great Leap Forward, planning for Chinese production to “overtake Britain in 15 years”, failed and caused a widespread famine in China, where 20-30 million people starved. President Liu and General Secretary Deng began to restore China , while Mao remained ceremonial head of the Chinese Communist Party (CCP). Liu and Deng introduced many liberal and effective policies , which involved stepping back from communist ideals. Collectivisation and communal cafeterias were abandoned and peasants recommenced private, “capitalist” farming. They even rehabi...
...o wanted to regain power, launched the Great Proletarian Cultural Revolution in 1966, saying its goal was to establish an equal, socialist society, but in fact he wanted to undermine, and even eliminate Liu Shaoqi by giving him the title “capitalist-roader”; though this real intention of the Revolution remained a secret to most of the countrymen in China, for he cannot make his hunger for power too obvious. After Mao’s successful, complete elimination of Liu, he began to transform the government and society so that everyone in the country saw him as the best person on Earth. Even after the transformation, Mao still did not want anyone to prevent him from ruling the country as a single supreme figure, so he eventually undermined his so-called successor Lin Biao as well. After all these years of struggle, Mao became extremely ill and past away in September 9, 1976.