The Act also has the chance to widen, not lessen, the gap between rich and poor. Poorly funded schools will have fewer tools with which to reach and teach all students. Well-funded schools will have access to the best materials, technologies, and teachers. Students attending poorly funded schools are, in my opinion, being penalized for circumstances beyond their control. No Child Left Behind is leaving many of our most talented students behind. Neill (2003) echoes my sentiments, claiming "NCLB is a fundamentally punitive law that uses flawed standardized tests to label schools as failures and punish them with counterproductive sanctions." Ironically, the official Department of Education Web site seems stuck in its own circular reasoning. The Department of Education offers no clear solutions for how to improve "consistently low-performing schools," but points out that many children are "trapped" in them.
As they mature, students left behind at an early age grow cynical because the public education system seems stacked strongly against them. I believe that rebelliousness and delinquency in the adolescent years reflects a justifiable realization that the school system is inherently flawed. Emphasizing a narrow bandwidth of knowledge using standardized math and language tests denies the glory of music, art, and athletics in students' lives. Yet No Child Left Behind assesses a school's "adequate yearly progress," using language that seems to tolerate if not encourage mediocrity. Testing students annually does more to increase the achievement gap than it does to reduce instances of individual or school failure.
Teachers are frustrated with No Child Left Behind. The Act pressures educators to teach mainly or only that which can be applied to the standardized tests. Essentially, teachers are teaching students how to do well on their tests instead of helping students learn. The same can be said for what the tests mean for school principals and administrators. Proponents of No...
NCLB No Child Left Behind (NCLB) ensures "test-driven accountability" in public schools (Center on Education Policy, n.d.). As it has in other schools, NCLB has improved some areas of student outcomes, but not all. The school has dramatically shifted its policies and procedures, which has affected teachers and the overall structure and learning environment of the school. The changes to our school in Brooklyn include a shift in the allocation of
It has already been noted that schools have had to trim down on the subjects that are being taught, and the depths to which certain subjects are taught, and this ha of course had a direct effect on teachers' ability to both direct their own teaching and serve what many feel is the true purpose of their work as teachers -- providing true cultural knowledge and critical thinking rather
An Explication of Selected Titles of No Child Left Behind Legislation In sum, during the period from 2002 through 2015, No Child Left Behind (NCLB) became the primary law in the United States concerning the general education of young people in grades K through 12. Some of the provisions of NCLB, especially those involving minorities and migrant children, were contentious because they operated to penalize schools that failed to demonstrate sustained
(No Child Left behind Act Aims to Improve Success for All Students and Eliminate the Achievement Gap) Parents will also gain knowledge regarding how the quality of learning is happening in their child's class. They will get information regarding the progress of their child vis-a-vis other children. Parents have of late been given the privilege to ask for information regarding the level of skills of the teachers. It offers parents
For Bush, the "formation and refining of policy proposals" (Kingdon's second process stream in policymaking) came to fruition when he got elected, and began talking to legislators about making educators and schools accountable. Bush gave a little, and pushed a little, and the Congress make its own changes and revisions, and the policy began to take shape. The third part of Kingdon's process stream for Bush (politics) was getting the
Many states don't want to lower their standards, including Minnesota, New Hampshire and Hawaii, and legislators have seriously debated withdrawing from NCLB, even though it would mean they would lose federal money that is tied to it. However, as the first national suit points out, no funding except the promised NCLB funding is supposed to be tied to it; the Education Department has apparently been making its own interpretation
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