No Child Left Behind Argumentative Essay,Impacts of NCLB Act on Education
WebNo Child Left Behind Essays LITERATURE REVIEW Rushton talks about the funding for the No Child Left Behind is being held back if the students don’t do well on the WebSince the ratification of the No Child Left Behind Act in , K educators have been under pressure to mitigate factors causing inconsistency in student test scores. WebNo Child Left Behind Act (Public Law , ), is a Congressional Act signed into law by George W. Bush in January The Bill was a bi-partisan initiative, supported by WebNo Child Left Behind Act Words: Length: 16 Pages Topic: Teaching Paper #: These authors note that the obstacles for ELL students are particularly WebMay 22, · The No Child Left Behind Act (), generally acknowledged as NCLB, is a United States federal law signed by President Bush on January 8, reauthorizing ... read more
Finally, school districts will be having increased flexibility to transfer federal funding into spheres which are meant for betterment in teaching practices, improvement, use of technology , and safe and schools which are free of drugs. No Child Left behind Act Aims to Improve Success for All Students and Eliminate the Achievement Gap Opposing Viewpoints It has been disparaged that instead of promoting all-round, advancing, or other different projects which are functional for every children in their schools, NCLB and any federal laws that authorizes consistency through grade-level experimentation implicitly dissuades the prolongation of programs which concentrates on the particulars of the needs of the children.
Martin, the "No Child Left Behind" Act penalizes schools while the students are unable to meet the desired levels, instead of gratifying them when they perform up to the level. Clarke, Yet again there is an impediment in directing the monetary assistance to states, districts and schools. Tony, It has been criticized that under NCLB, Tide I federal funding -capital employed to give additional educational facilities to underprivileged students in educational institutions where incidence of poverty is high -- does not track children to non-Title I schools who function better. The outcome is that schools that fare better do not have any financial inducement to enroll children whose performance is not good.
Snell, it has been contended that the NCLB offers genuine impediments to assisting students and reinforcing public schools as it concentrates on penalties instead of support; authorization instead of assistance for successful programs and; privatization instead of teacher-guided, family-centric results. However, superintendents throughout the nation have revealed that this offers an important challenge. Since states have published their listing of schools that were unsuccessful in meeting their targets, specifically one question surfaced. A lot of schools are fulfilling the objectives in every, except one or two subgroups: small group of students having competence in English and incapacitated students. By needing these groups of students attain the same objectives concurrently as every other students, the law has been condemned within the meaning that it inflicts a blanket approach which overlooks the individual child.
A lot of matters in evaluating LEP students and incapacitated students under NCLB are also surfacing. The initial question is that by description LEP students are not skilled in English and also by description students who are incapacitated possesses individual requirements, which initiated them to be branded like Schwartzbeck, Secondly, in the gamut of answerability buildup of NCLB, what is the manner in which students evaluated and numbered? As per the detractors a lot of important disparities exist from one state to another in the categories of alterations existing and how groups of students are reckoned towards sufficient development on a yearly basis.
Ultimately, in the enormous interactive challenge offered by NCLB, the extremely challenging is in respect of how school leaders can and must experience the concerns these group of students' offer, while paying attention so that the students are not accused and yet making themselves responsible for a series of developments in performance. Schwartzbeck, It has been debated that every academician desires the most excellent for the students with specific requirements. However, they even desire the objectives for these students to be practical and significantly show some common sense coupled with the student's federally needed individual education projects. It is true that a few students having slight incapacitation are able to take the tests and fulfill the educational levels, but a lot of others are being questioned for completely unsuitable levels.
One major question is regarding students with inadequate competence in English. As may appear understandable, as a LEP student is a brief situation. A student joins the school system devoid of glibness of English joins a specific program, is taught English, emerges successful in the fluency test and leaves LEP category. Schwartzbeck, Still then schools are blamed for raising the number of these students emerging successful in these state tests. Consequently, a lot of states are finding out different methods to ascertain the number of students with restricted competence in English. Several states take them into account for as much as three years after they quit LEP programs.
However these statistical exercises never get at the crux of the problem. The urgency as a lot of superintendents have declared is a different method to make the schools answerable for imparting education to these students. Schwartzbeck, case is being made that real statistical result, which is being anticipated, is impossible mathematically. By the year , the government declares that every child will be in the level or above the level of national standards. In the opinion of the detractors, the difficulty is that, in two to three years we will not have any school left which is performing , since every school, which is having difficulties in testing , will dissociate more children into the schools, which were fortunate to perform in a better manner.
Monroe, an additional difficulty is present as per its detractors. Several states have put a lower standard or made the examinations simpler. Quite others have employed ingenious statistical strategies to augment their ability scores. A lot others have shelved their plans of responsibility , such that little is anticipated in the short-term and whereas huge intensifications are "designed" to be meant for the final years. For causes which are very random , a lot of states appear encouraging whereas others seem to be languishing.
The matter regarding quality teachers crops yet more queries. It has been debated that under the NCLB; skilled teachers must possess a bachelors degree, they should be approved by the state, and exhibit thorough understanding in the subject by possessing their college degree in the subject they teach or emerging successful in a state test on the subject. These procedures might brand certain good teachers as not qualified, whereas those meet the legal requirements but are unable to teach well are accepted. Kafer, The dilemma might be specifically severe in the village regions, where the teachers are engaged in teaching a lot of subjects.
It has been reviewed further that at the regional level, accomplishment of the preference of public school and additional facilities has been irregular. Even though involvement in preferences and coaching is rising, just a small proportion of entitled students are taking part. The preference for public school execution even has not been fared well, in part due to insufficient ability and a series of opposition by the bureaucrats. The bulk of the low performing schools in the rural districts and urban districts have less or absence of better quality options for students those who want to shift.
Research professional have found out that the those districts who do not report parents, gave parents a very minimum time to reach a conclusion between their alternatives, or just offered them schools which were faring as badly as or worse compared to the school their child was going away. They also discovered instances of understated discouragement or concealment in letters addressed to parents, which are ambiguous regarding the position of the school and the alternatives present. References Boehner, John.
Accessed on 17 November, Clarke, T. Indeed, NCLB brought together, with much fanfare, educational leaders and key people in both political parties , seemingly united in a reachable goal to promote success in learning for all students. Under the law's most "visible stipulation," an article in Time magazine reports Wallis, et al. Those test results for blacks, Hispanics, English-language learners and learning-disabled students, must be published and made available to the public, which is a bit embarrassing for schools that don't live up to the accountability standards. Unfortunately NCLB has not been the panacea that it was touted to be in In fact, there are serious problems in many aspects of the legislation and how it affects students, This paper takes the position that there is need for a change in NCLB strategies; and to make those points several reviews of reliable publications will be reviewed and analyzed.
Meanwhile, the American Federation of Teachers asserts, "flaws in the law are undercutting its original promise" www. org ,and federal guidance for states, "Has been unclear, untimely and unhelpful. But President George W. Those 1, schools - along with 7, elementary schools - are "struggling the most to meet high standards" by lowering class size, hiring reading and math specialists, and improving technology equipment for teachers and students. As to one of the key components of the NCLB legislation, the "adequate yearly progress" AYP , the teachers' organization says it is "a highly inaccurate and arbitrary yardstick for measuring progress. Also, the "highly qualified" requirements for teachers " are unworkable for some teachers and do not apply to all individuals The CEP lists ten "big effects" of NCLB; the first concern "effect" that many teachers along with CEP have raised is the fact that in order to meet NCLB standards, teachers are obligated to "teach to the test.
The second "affect" that CEP has observed is that schools are spending far more time on math and reading, "sometimes at the expense of subjects not tested" Jennings, et al. This suggests an uneven approach, designed to make it appear that low income and minorities are making huge gains in learning, when in fact they are apparently just being drilled on subjects that will beef up test scores. It also echoes the issue brought up by the Harvard research, mentioned earlier in this paper. The third "effect" involves the "adequate yearly progress" AYP part of NCLB; because of the requirement that schools show AYP, many schools realign curriculum and instruction simply to avoid being cut off from federal funding. The fourth effect is that schools known as "low-performing" are "undergoing makeovers rather than the most radical kinds of restructuring.
Number seven is seen as a positive effect resulting from NCLB, according to CEP, as schools are paying "much more attention" to achievement gaps between ethnic minorities and mainstream Caucasians. The downside of number seven though is that the states testing for students with "cognitive impairments" is inappropriate and serves "no instructional purpose. Works Cited American Federation of Teachers. American Teacher. Nation at Risk. Department of Education. Retrieved 10 Dec. Chavez, Linda. Retrieved 8 Dec. Retrieved 9 Dec. Report - Public Broadcast Service. Rudalevige, Andrew. The Hoover Institute. No Child Left Behind: Accountability. 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. Other Issues and Challenges The No Child Left Behind act is viewed by many if not most of today's teachers as having tunnel vision and that acknowledges little but standardized testing outcomes. Specifically reported by Dillon in the New York Times article entitled: "No Child Law Is Not Closing a Racial Gap" that there has not been a narrowing of the gap between white and minority students in.
We use cookies to enhance our website for you. Proceed if you agree to this policy or learn more about it. Buy now, save instantly, get the job done on time! Type of paper: Essay. Topic: Race , Success , Education , Environmental Justice , Disabilities , Students , Teaching , Democracy. Pages: 5. Words: The NCLB Act is legislation in USA aimed for public schools with the intention of advocating for offering standard based education, and at the same time improving pupils education through setting high standards and goals Olivert, The Act was proposed by George W. Bush in and passed after getting cross-party support in congress.
The Act proposes that States should receive federal funding to come up with strategies of assess learners. Furthermore, students have to take regular tests yearly in similar conditions to decide if the education is sufficient. After analyzing the results and it is recorded that certain schools scored poorly in the tests, then four steps are to be implemented to make sure there is an improvement. The four steps are Olivert, : 1 schools missing the Adequate Yearly Progress for two years in a row need improvement through producing a two year improvement plan and promising pupils to be provided with an opportunity to transfer to better schools in the same district; 2 Missing of AYP scores in the third year forces schools to offer supplementary and tutoring services for free to students struggling; 3 Missing AYP scores for four consecutive years signify that an institution requires corrective actions like extensive staff replacement, extending teaching time, and overhaul of curriculum; 4 schools failing for the fifth consecutive year would be restructured through closure, turning into a charter school, or hiring a private company to run the school.
Therefore, the strategies resulted in many impacts—both positive and negative—which would be highlighted in this paper. The Act resulted in impacts on: teachers, schools, and school districts; curriculum and standards; racial and ethnic minority students; and low performing and disabled students. Supporters of NCLB highlight that the legislation supports accountability in leaning institutions. The requirement that schools are to pass yearly tests is a benchmark that makes sure that schools perform at certain levels.
Schools that do not improve after poor results will have reduced funds and other punishments all of which increase accountability. The legislation also maintains liability in; linking student results with the academic content of each State; determining performance of a child through using standardized tests; requiring the usage of detailed report cards to provide performance information to parents; and requires the usage of assessment data to make decisions on curriculum change, business involvement, and teaching practices. This strategy has come under analysis with many arguing that it demotivates educators and will take away crucial funding from schools to perform better the following year. Students also have an advantage of choosing schools when they fail to meet AYP scores.
This is advantageous for also schools as they have a chance to progress academically. Improvement is through free tutoring, after school programs, and extra attention. Furthermore, school districts have a chance of exhibiting proficiency even for school groups that do not meet the set achievement standards. There are instances that the law may decrease education levels of certain schools and their curriculum. This is a likely scenario when each state produces easier sub-standard tests for more of their student to pass. An example is seen when the State of Missouri in openly admitted to lowering test standards so that learners could pass Daly et al.
It is argued that local governments had failed students forcing the federal government to intervene to correct problems like educators instructing outside their expertise areas, and complacency in institutions that repeatedly failed. Other local governments like in New York advocated for NCLB because criteria at local level did not provide proper inclusion of special education, and that the Act would also provide for longitudinal data that could be used to monitor AYP scores. The quality of education is another area that NCLB has improved. This is through insisting that schools improve their performance; insisting schools to implement scientifically-based research, parent-student programs, and professional development for college; anchoring early literacy through the initiative of early reading; and placing math, reading, science, and language as core subjects Daly et.
al, In focusing on the four main subjects, the intention is to provide a base for economic success, especially in the light of recession. PE Physical Education as a subject is not factored in the NCLB Act. The two reasons for this are that there is an increasing rate of obesity due to inactivity, and because of scientific proof connecting physical aptness with academic achievement. The Act has been very beneficial in bridging the gap between performances in schools amongst races. This is done through leveling expectations and requiring schools and districts to focus their attention on historically maligned groups such as disabled students, low-income, and racial groups like Latinas or African American Olivert, Each State has a task of identifying major racial and ethnic groups and account their performance.
This makes it possible to for schools to be assessed highly and so bridge the gap between well-to-do and disabled students. However, there is increased discrimination in public schools where researchers have shown that African Americans scored the lowest in academic indices compared to Caucasians Olivert, The NCLB act entails rewards and proposals which in the real sense act against low-performing learners. This is so because measures imposed when schools fail are castigatory and aimed at making lower expectations as opposed to higher ones NEA. Furthermore, the incentive systems highly motivate schools, districts, and States to manipulate results.
Contrastingly, the NCLB Act has been beneficial to disabled learners as the incentives provide rewards for schools that contained disabled students and passed the AYP tests. Furthermore, there is reduction of drop-out rates, more graduates, and better transition from high school to college life. The NCLB Act has been very instrumental in increasing the effectiveness of teaching students. It has shifted education from being solely dependent on being results oriented to making sure that no student is left behind despite their misgivings. It has allowed many students to get a second chance even when they performed poorly in AYP scores. However, there have been many critics against the Act saying that it underfunded schools that failed hence making them perform even poorer, demotivated educators when they were denied salaries in case their students failed, and reduced the education standard of certain States.
There have been reviews on the Act to reduce the flaws since on a yearly basis and so it is hoped that the future of the Act will be beneficial to all learners. Daly, B. Enhancing No Child Left Behind—School Mental Health Connections. Journal Of School Health, 76 9 , x Hulgin, K. Inclusive education and the No Child Left Behind Act: resisting entrenchment. International Journal Of Inclusive Education, 15 4 , No Child Left Behind Act: Text, Interpretations and Changes. New York: Nova Publishers, Inc. Note: this sample is kindly provided by a student like you, use it only as a guidance.
ID Password recovery email has been sent to email email. Don't waste time. I agree. HIRE A WRITER Sign in. World of Writing Hub Blog Free Essay Writing Tools Quizzes and Tests Essay Topics Types of Essays Free Essay Examples. Who We Are Contact Us Our Writers Our Guarantees FAQ Honor Code WowEssays Reviews Our Services. ORDER PAPER LIKE THIS. No Child Left Behind Act The NCLB Act is legislation in USA aimed for public schools with the intention of advocating for offering standard based education, and at the same time improving pupils education through setting high standards and goals Olivert, Impacts of NCLB Act on Education The Act resulted in impacts on: teachers, schools, and school districts; curriculum and standards; racial and ethnic minority students; and low performing and disabled students.
Impact on teachers, schools, and school districts Supporters of NCLB highlight that the legislation supports accountability in leaning institutions. Impact on curriculum and standards There are instances that the law may decrease education levels of certain schools and their curriculum. Impact on Racial and Ethnic minority learners The Act has been very beneficial in bridging the gap between performances in schools amongst races. Impact on low-performing learners and disabled learners The NCLB act entails rewards and proposals which in the real sense act against low-performing learners. Conclusion The NCLB Act has been very instrumental in increasing the effectiveness of teaching students. References Daly, B. Cite this page Choose cite format: APA MLA Harvard Vancouver Chicago ASA IEEE AMA.
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No Child Left Behind,No Child Left Behind: Annotated Bibliography
WebMay 22, · The No Child Left Behind Act (), generally acknowledged as NCLB, is a United States federal law signed by President Bush on January 8, reauthorizing WebNo Child Left Behind, also referred to as NCLB, is a funded Federal Government program that was enacted in The purpose of NCLB is to ensure that all children have equal WebNo Child Left Behind Act Words: Length: 16 Pages Topic: Teaching Paper #: These authors note that the obstacles for ELL students are particularly WebIn a perfect world all children would be equal, and they would learn without any reservation throughout their school career, but the world is not perfect and unfortunately our nation's WebEnacted in January under the Bush administration, the No Child Left Behind Act was enforced to make schools better by enacting the theories of standards-based education WebNo Child Left Behind Essays LITERATURE REVIEW Rushton talks about the funding for the No Child Left Behind is being held back if the students don’t do well on the ... read more
A few of the most popular and biggest changes are: Improving academic achievement of the disadvantaged, higher quality teachers, making all schools up to date on technology, giving schools more flexibility and accountability, and giving a choice to students of their school No Retrieved 8 Dec. The act requires that schools allocate the name, address and home phone number of all students enrolled to armed forces recruiters. The district will use the school choice option as one response to incidents of victimization. Short Speech about Discrimination Among Girl Child and Boy Child.
The Debate Over the No Child Left Behind Act Essay. Education High school No Child Left Behind Act School Standardized test Test. The No Child Left Behind Actgenerally acknowledged as NCLB, is a United States federal law signed by President Bush on No child left behind essay 8, reauthorizing several federal programs endeavoring to advance the performance of American primary and secondary schools through escalating principles of accountability for school districts and states as well as offering parents supplementary flexibility in preferring which schools their children will go to U. West View Elementary Knoxville, Tennessee. Free Essays - PhDessay.
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