Accountability and Testing Effective educational practice in terms of accountability is instilling in the student, or developing it if it is already possessed, the desire to learn. Accountability should not be the student being accountable to the teacher in order to pass a test or show good marks. Accountability should be something that the student holds over him or herself. It can be measured by the desire to learn and the will to go through with exercises and do the homework and work on problems to overcome them. By urging students to hold themselves accountable, the teacher can reinforce the notion that school is not about passing tests but about acquiring the skills to embrace lifelong learning. One way to do this is to have the students identify goals at the beginning of the year and hold themselves to those goals, measuring their improvement throughout the year to see how they are doing and what they can do to become better in order to reach their goals. As Knight (2008) observers, "there is a direct relationship between people's basic beliefs and how they view such educational components as the nature of the student, the role of the teacher, the best curricular...
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
No Child Left Behind Act Analysis of articles that focus on the impact of "No Child Left Behind Act" on key stakeholders of education in the United States. January 8, 2002 was the date the No Child Left Behind Act was signed into law by President Bush; this bill reauthorized ESEA, the Elementary and Secondary Education Act, which was the fundamental federal law for grades one through twelve. ESEA, which includes
(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
No Child Left Behind and Black Males No child left behind No Child Left Behind: Cause and Effect Essay The No Child Left Behind Act (NCLB) was passed in 2001 in order to improve overall students' performance and to decrease the performance gap between minority and mainstream students. However other effects have emerged since its implementation. Through this cause and effect essay, author sheds light on effects of the NCLB. It has been
First, the research will present the problem and then the potential solution to the problem. The research will examine the merits of the potential solutions and their likely impact on both teachers and students. The research will examine the most viable solution including its definition, implementation, advantages, disadvantages and call to action. Reader/Audiences The intended audience for this research paper is public school teachers. A secondary audience will consist of school
No Child Left Behind The law which is known as No Child Left Behind, or NCLB, was created to help students in the United States. When the law was written, it was intended that schools would be held to a high standard. Students would each have specific standards based on their grade which would better ensure that all American children have more equal education (Noll 2012,-page 402). The intent is also
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