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.
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.
Carey, et al., (2012) explained that almost one third of the Nebraska school counselors’ time was spent on non-counseling duties and activities that did not provided any direct servi... ... middle of paper ... ...aware of the new changes to programs that could help students be more successfully academically and increased their opportunities in life. This article made me realize the importance of having a comprehensive developmental school counseling and guidance program with the implementation of the ASCA national model. It is vital to have a program in place that meets the students’ specific and demographic needs to help students accomplish their full educational potentials. I believe that students will benefit greatly if school counselors have a reasonable number of students under their care. Works Cited Carey, J., Harrington, K., Martin, I., & Hoffman, D. (2012).
President Bush quoted, “Clearly, our children are our future…Too many of our neediest children are being left behind” (www.ed.gov). The “No Child Left Behind” Act expands the federal government’s role in elementary and secondary education. The NCLB act was enacted January 8, 2002, and has four reform principles to the act: Accountability, flexibility, Researched-based reforms and parental options. Accountability begins with informed parents, communities and elected leaders so we can work together to improve schools. 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.
Under this act, achievement is measured annually on a multiple-choice test for reading and math. Statewide progress objectives are created to “ensure” students will be proficient within 12 years. Although this act has good intentions, it’s approach is weakening over education system. By holding each school accountable based on test score,... ... middle of paper ... ...and the financial support for schools need to be adjusting in order to see improvements. Putting children into specific classes based on their successes during standardized tests is not fair to kids who had a bad day, missed a bit too much school, or have yet to understand the importance of trying.
Over the years, a series of programs have been implemented to better the education of elementary and secondary students, including the No Child Left Behind Act, establishing guidelines and requirements that public schools are expected to follow and accomplish in order to provide a quality education to all of their students. But are these plans, policies, and promises working? Are the goals and objections being reached by each school as expected? Although some may argue that the No Child Left Behind Act has some positive aspects, overall, it is not working because some teachers have studied the outline of standardized tests, reworking their curriculums to teach students what they need to know in order to reach the required standards and students’ learning abilities, socioeconomic status’, and native languages are generalized into a single curriculum. 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.
The test results will be made public in annual report cards on how schools and states are progressing toward their objectives. States will have until the 2005-06 school year to develop and apply their tests. Once the tests are in place, schools will be required to show "adequate yearly progress" toward their statewide objectives. This means that they must demonstrate through their test scores that they are on track to reach 100 percent proficiency for all groups of students within 12 years. The schools that fall behind may tend to have school improvement, corrective action, or restructuring measures forced by the state.
The AYP is a standard set by each state that schools must meet in order to receive the government funding. The AYP uses standardized tests scores and graduation rates as its basis in determining whether or not a school will be deemed as well performing, in need of improvement or deemed as failing. Using the standards set by the AYP, the government has the ability to fund schools that perform well an... ... middle of paper ... ...anguage instruction for limited English proficient and immigrant students. 107th Congress, 1st Session. Bush, G. W. (2001).
The law is “structured around the annual proficiency testing and reporting of each public school district throughout the nation.” (“No Child Left Behind”) States were required to develop standardized tests that would evaluate both student and teacher progress. These tests would determine what material teachers should use and the amount of funding public schools would receive. Under No Child Left Behind, schools that meet state standards continue t... ... middle of paper ... ...f all levels to continue to learn through ability grouping. Education in the United States will never be perfect but we can learn from the mistakes of No Child Left Behind and improve education for students across the country. Works Cited Darling-Hammond, Linda.
Furthermore, the NCLB requires states to improve the quality of their schools from year to year. The NCLB pushes state governments and educational systems to help low-achieving and low-efficiency learners in high-poverty schools meet the same academic standards that apply to all other students. There are many important aspects of the “No Child Left Behind” Act. I think the most important area of the act is the parents. Parents play just as an important role to the educational system as anyone else.