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Effects of no child left behind
Parents role in child education
What was the effect of the no child left behind act
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All across the United States, there has been a push to get our students to do better in their studies. Even the Federal Government has tried to enact sweeping new changes to push the states and schools to bring all students to a higher level of competency. The No Child Left Behind (NCLB) Act of 2001 was passed to update the previous law the Elementary and Secondary Education Act of 1965. The NCLB was the first government mandated overhaul in more than thirty years.
With the passage of NLCB and subsequent federal mandates, the priority has been put on educators to get State academic standards and academic achievement test scores up to minimum standards. The NCLB passage and implementation was to include accountability systems that would help in determining the teaching effectiveness of those in the classrooms.
I am concerned foremost all students receive a quality education. While there have been teaching styles that I have experienced being less compatible with my personal learning style, I would not term that teacher to be a bad educator. I am for tying teachers ability to their student’s assessment scores, but solely characterizing a teacher as good or bad based on those scores alone is not the way we should progress.
There are many differing factors that will define how well a student learns. A large part of that does rest with their teachers, but a students learning is closely tied to whether the student also receives the proper support from home. Students, as well as their parents, must be held accountable their education. For students to own their education, the student must be pushed to excel at home. A child’s education cannot start and end with the sounding of a bell at school.
The most current method of measuring a t...
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Gormley, Michael. "Cuomo: NY, Union Agree on Teacher Evaluation Plan." The Observer-Dispatch. GateHouse Media, Inc., 16 Feb. 2012. Web. 18 Feb. 2012. .
Leonhardt, David. "When Does Holding Teachers Accountable Go Too Far?" The New York Times - Magazine. Arthur Sulzberger Jr., 01 Sept. 2010. Web. 17 Feb. 2012. .
No Child Left Behind Act of 2001, Pub. L. No. 107-107-110, 20 USC 6301 (2002). Print.
Rothstein, Jesse. "More Harm Than Good." Editorial. The New York Times - The Opinion Pages. 13 Jan. 2012. Web. 19 Feb. 2012. .
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 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.
No Child Left Behind is the 21st-century recognition of this first major federal venture into education policies an area that is still mainly a state and local function, as visualized by our Founding Fathers. On January 8, 2002, President George W. Bush signed into law the No Child Left Behind Act.
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.
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
Margaret E. Goertz. Peabody Journal of Education, Vol. 80, No. 2, Federalism Reconsidered: The Case of the No Child Left Behind Act (2005), pp. 73-89
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 New Mayor and Teachers." The New York Times. The New York Times, 01 Dec. 2013. Web. 07 Apr. 2014.
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.
In the recent times, home schooling has been the most sought mode of learning by the American parents. In fact, it estimated that over 1 million children in America are now undergoing home schooling (Cooper, 2005). Although this form of learning is legally acceptable, parents are entrusted with teaching and coaching their children in all subjects. In addition, parents can also hire private tutors for their children as part of home schooling. This form of learning is aimed at ensuring that parents commit themselves in ensuring their children are able to learn like other kids in public schools.
Kohn, Alfie. A. The Schools Our Children Deserve: Moving Beyond Traditional Classrooms and "Tougher Standards." Boston: Houghton Mifflin, 1999. Print.
A student’s learning environment has a significant impact on their academic achievement. (Garas-York, 2010, p. 432) This section will discuss how the environment a student is placed in, whether at home or school, plays a large role in determining their academic success. It will include studies conducted with both homeschooled and non-homeschooled students, and will show how a traditional school setting is often not conducive to a student’s learning
...The failed promise of the no child left behind act. Race, Ethnicity and Education,10(3), 295-308. Retrieved from http://search.proquest.com/docview/62050783?accountid=14789
Washington, DC: National Center for Teacher Quality. Hinchey, P. H., & University of Colorado at Boulder, N. (2010). Getting teacher assessment right: What policymakers can learn from research. National Education Policy Center. Retrieved from EBSCOhost.com.