Sign Up Now
Get instant access to over 1 million+ study documents
OR
Already registered? click here to login
By creating your account, you agree to our terms of service, privacy policy and student honor code.
4 million ELs enrolled in U.S. public schools, a number that has doubled during the last decade, making ELs roughly 10% of the total enrollment nationwide (Conrad 2005). The demographic increases demonstrate to government agencies that more needs to be done to support and ensure their integration and success in the educational process, and standardized testing in English is the least appropriate way to meet their needs (Conrad 2005). Moreover, it is not yet clear how states will define progress for students with significant cognitive disabilities related to state standards in reading, math, and science (Cooper-Duffy 2003).
Despite the stated intent of NCLB to improve outcomes for all students, particularly those who have been historically neglected, educators and others may adopt a series of "gaming" practices, which give students a special education classification to exclude them from high-stakes tests, in order to artificially inflate schools' passing rates (Booher-Jennings 2006).
Following Connecticut's lawsuit, other states, such as Colorado, Utah, Hawaii, Maine, New Mexico, and Virginia have passed similar resolutions critical of the law (Conrad 2005). Moreover, there is a growing number of teachers at the grass-root level that do not support the No Child Left Behind legislation, such as the San Francisco's Teachers for Social Justice, which tackle many issues affecting marginalized students and colleagues (Conrad 2005). While educators are organizing at the grass roots, teachers' unions and parents are publicly opposing the No Child Left Behind Act (Conrad 2005). In fact, this "one-size-fits-all" mentality is now being questioned by a growing number of state legislators, school administrators,...
A 2004 study, has calculated that NCLB, over time, will result in the failure of all schools, based on mathematical flaws in the formulas for calculating adequate yearly progress (AYP) (Lemberger 2006).
Under NCLB, more and more children are marginalized, as services to gifted children have been cut and funds allocated to remediate students (Gentry 2006). Students drop out at alarming rates in a system that that focuses not on their possibilities but on their weaknesses (Gentry 2006).
Works Cited
Booher-Jennings, Jennifer. (2006 June 01). Rationing education in an era of accountability. Phi Delta Kappan. Retrieved November 27, 2006 from HighBeam Research Library.
Conrad, Marguerite. (2005 September 22). No child left behind: who wins? who loses?
Social Justice. Retrieved November 27, 2006 from HighBeam Research Library.
Cooper-Duffy, Karena. (2003 September 22). Evidence-based practices for students with severe disabilities and the requirement for accountability in No Child Left Behind. Journal of Special Education. Retrieved November 27, 2006 from HighBeam Research Library.
Gentry, Marcia. (2006 October 01). No Child Left Behind: gifted children and school counselors. Professional School Counseling. Retrieved November 27, 2006 from HighBeam Research Library.
Lemberger, Matthew E. (2006 April 01). No Child Left Behind: implications for school counselors. Professional School Counseling. Retrieved November 27,…
Works Cited
Booher-Jennings, Jennifer. (2006 June 01). Rationing education in an era of accountability. Phi Delta Kappan. Retrieved November 27, 2006 from HighBeam Research Library.
Conrad, Marguerite. (2005 September 22). No child left behind: who wins? who loses?
Social Justice. Retrieved November 27, 2006 from HighBeam Research Library.
Cooper-Duffy, Karena. (2003 September 22). Evidence-based practices for students with severe disabilities and the requirement for accountability in No Child Left Behind. Journal of Special Education. Retrieved November 27, 2006 from HighBeam Research Library.
(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 Act (Public Law 107-110, 115), is a Congressional Act signed into law by George W. Bush in January 2002. The Bill was a bi-partisan initiative, supported by Senator Edward Kennedy, and authorized a number of federal programs designed to improve standards for educational accountability across all States, districts, and increase the focus on reading. Much of the NCLB focus is based on the view that American
No Child Left Behind Act Impact of the "No Child Left Behind Act" in California Schools The Federal "No Child Left Behind Act of 2001" which President Bush signed into law in January 2002, has been an issue of debate across the country for the last two years. Its impact on public education has varied from state to state. According to the "No Child Left Behind Act of 2001," every state must
In principle, it is now believed that the traditional emphasis on passive learning through lectures and textbook methods of instruction are far less effective than active methods of academic instruction. Whereas modern educators have been pushing for public education systems to move away from passive learning methods, the NCLB creates the exact opposite incentive: to waste classroom modules memorizing information for the test and practicing test-taking instead of learning
No Child Left Behind Act of 2001 Key political, or legal issues, changes in K-12 assessment goals A Statute of instructive practice within the K-12 cluster involves instruction, curriculum and assessment among students. In this case, alignment ensures that the three capacities coordinated with the same goal and strengthened instead of working at cross-purposes. An appraisal will also measure the success of what the students are being taught on whether their
III. 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 (2009) in the 2009 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