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Consequences of the no child left behind act
Consequences of the no child left behind act
Impact of the no child left behind act
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Policy Problem and Solution
The U.S is now facing a problem that affects children today and in the future. These children are the future of the U.S, so shouldn’t they all have the highest quality of education possible. Through new policies implemented by the Board of Education, education has become a competition for schools to earn their funding. The Race to the top is a mandate (p.81) which is a formal order from the national government that the states carry out certain polices, is supposed to create incentive to improve and reform schools (ESEA Blueprint for Reform, 2009), by requiring evaluation systems of teachers to compete with other schools (A. Levine and M. Levine, 2012). Race to the top has created pressure on states, districts, and teachers to improve test scores as a means to earn or keep funds. The act also rewards districts and teachers that show improvement according to student’s standardized test scores and enforces reform on schools that do not improve or meet the requirements (ESEA Blueprint for Reform, 2009). Pressure can lead to districts, principle or teachers to cheat, so they may keep their jobs or keep their funding (A. Levine and M. Levine, 2012). Teachers, principals and districts salaries are based on rigorous evolutions that are based on student’s standardized test scores. This can also determine who is hired and fired, and which schools get funding and how much funding they will receive (A. Levine and M. Levine, 2012).
The No Child Left behind Act (NCLB), a Conditional grant (p.81) defined as federal grants with provisions requiring that state and local governments follow certain policies in order to obtain funds, implemented high standards in 2001 by the Bush administration. The requirement made by NCL...
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...uchico.edu/eds/pdfviewer/pdfviewer?sid=88915b21-2471-4fbe-b4ef-e2ff4647ea69%40sessionmgr4002&vid=3&hid=4213 . 3 Mar. 2014.
Pianta, Robert C., and Progress Center for American. "Implementing Observation Protocols: Lessons for K-12 Education from The Field of Early Childhood." Center for American Progress (2012): ERIC. http://www.eric.ed.gov.mantis.csuchico.edu/contentdelivery/servlet/ERICServlet?accno=ED535604 . 4 May 2014.
Shelly, Bryan. "Flexible Response: Executive Federalism And The No Child Left Behind Act Of 2001." Educational Policy 26.1 (2012): 117-135. ERIC. http://epx.sagepub.com.mantis.csuchico.edu/content/26/1/117.full.pdf+html . 3 Mar. 2014.
U.S. Department of Education, Office of Planning, Evaluation and Policy Development, ESEA Blueprint for Reform, Washington D.C., 2010. http://www2.ed.gov/policy/elsec/leg/blueprint/blueprint.pdf . 29 Mar. 2014.
The oversite committee then evaluates the success of their money allocation and incentivize the success of the public school’s education. “Americans do not appear ready to pay the price.” (Barber, p. 215) Money is the most powerful motivator, and if the success of school districts reaps the benefits of more financial resource, educators will fight to be the best. This new desire to be the best, is possible with the equalization of opportunity from the allocation of funds to the poorer schools. The race to the top would already be won by the larger, richer, and more powerful school districts without those foundational funds. “Because we believe in profits, we are consummate salespersons and efficacious entrepreneurs.” (217) Barber’s essay supports the idea of incentivized results. Not only would districts compete with other schools, but their standards would be raised year after year in consequence to the oversite of the
Even with the negative and positive functions of No Child Left Behind, there are many areas that still need to ironed out. Under the Obama administration several states have received a waiver from No Child Left Behind, “with this waiver students will still be tested annually. But starting this fall, schools in those states will no longer face the same prescriptive actions spelled out under No Child Left Behind” (Feller & Hefling, 2012). Since 2007, the law has been up for review, but due to opponents of the law there has not been an agreement reached and the law continues to stress our schools and children out. We can only hope that when this law is reviewed and agreed upon that it really is in the best interest of our children and the nation as a whole.
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
Neill, Monty. "The No Child Left Behind Act Is Not Improving Education." Education: Opposing Viewpoints. New York: Greenhaven, 2005. 162-68. 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.
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.
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
Rudalevige, A. (2003). The politics of No Child Left Behind. EducationNext, 3(4), 63-69. Retrieved from EducationNext: http://educationnext.org/the-politics-of-no-child-left-behind/
Almost state has gained federal funding from accumulating the test data from all of their schools (Ravitch 107). Data collected from multiple choice questions determines the intelligence of every student and their teachers. The test data is tracked throughout their lifetime in relation to their test scores, graduation dates and other statistics companies such as Amazon and Microsoft use to evaluate different groups (by age, ethnicity, etc) as a whole (Ravitch 107). Ravitch claims there are many problems with this, mainly, tests do not measure character, spirit, heart, soul, and potential (112). Not everyone is the same, and just because one may be weak in math or writing doesn’t mean they’re not smart, resourceful individuals with much to share with the world. For schools to be even seen with a slight amount more than just their test scores, they have to be in great standings with their students’ average test results. The government’s intense focus on test results hurts schools’ ability to be a well-rounded school immensely. In contrast to federal’s pinpoint focus on what students learn, educated consumers desire their kids to have a full, balanced, and rich curriculum (Ravitch 108). Schools need to be more than housing for test-takers. The Education Board may claim students’ proficiency in their testing makes them better people, prepares them for college, and ultimately, the workforce. What they are
Even in this time of struggle, with billions of dollars going towards various war efforts overseas, America still has managed to keep taxpayer investments in education higher than that of funds for national defense (U.S Department of Education). In the 2004-05 school year, there was an estimated amount of 536 billion dollars set aside from taxpayer investment for education purposes. Without a doubt, education is a priority for the American government, and if these funds are used in the correct way, there is no reason why each and every kid in the United States shouldn’t be getting a quality education. However, the organization of the financial system is flawed, funds are not handled proportionately at the state level; rather, this system favors the wealthier districts and hands more funds to them while the less wealthier districts are handed a smaller pool of funds. This really affects America’s quality of education, which also reflects upon how America fairs on the world stage when it comes to competition in education with other countries. The disorganization of funds in the United States can be seen in the Hoover City School district, which has bought every student in that district an iPad for use in school. The first problem with this is that this school district does not even have a viable bus system that can transport students to and from school. Secondly, not even 20 miles from this district lies the Birmingham City School district where a little more than half the students are graduating, compared to Hoover City Schools where a bit more than 90 percent of the students are graduating. If anything, the state should be working towards improving educational standards in lower-income communities rather than debating on the log...
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.
United States Department of Education, National Center for Education Statistics. (2004). The condition of education 2004. Washington, DC: United States Government Printing Office.
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.
Morrison, G. S. (1976). Chapter 6: Early Childhood Programs APPLYING THEORIES TO PRACTICE. In Early childhood education today (10th ed., pp. 5-31). Columbus, Ohio: Merrill.
Stecher, Brian M., Georges Vernez, and Paul S. Steinberg. Reauthorizing No Child Left Behind: Facts and Recommendations. Santa Monica, CA: RAND, 2010. Print.