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No Child Left Behind is an inherently flawed policy because it unites what are essentially two diametrically opposed educational philosophies. These philosophies are based on the ideas of Adler on the one hand and Holt on the other (Koonce, 2016). The philosophy of Adler is that public schools should promote a democratic approach to education in the sense that all students adhere to and follow a uniform curriculum and standards. This standard curriculum is evident in No Child Left Behind. However, Holt’s philosophy is also evident in that the policy also views every child as a unique individual with his or her own special needs, which means that every student who is struggling should receive special attention to help him or her reach objectives. These two philosophical approaches are more opposed than they are aligned, and to combine the two is to present a drain on resources that most schools simply cannot afford to have happen in their districts.
The idea of producing nationwide standards for all students in public schools is unrealistic, as educational approaches and standards will vary from region to region, district to district and school to school. Instead of obliging all schools to operate...
5). Instead of trying to control schools from the top down and thus limiting many teachers and students in terms of what they can do and how they can do it, the central government should rather promote, encourage and support schools in identifying what it is they can do best given their resources and helping them to achieve the goals that are unique to their circumstances. No Child Left Behind does not do this: instead, it obliges schools to approach education in a way that rewards testing rather than knowledge acquisition (U.S. Departmetn of Education, 2015): the more students who can “pass” a test, the more…
References
Knight, G. (2008). Issues and alternatives in educational philosophy (4th ed.). Berrien Springs, MI: Andrews University Press. Retrieved from http://universitypress.andrews.edu
Koonce. G. (2016) (Ed.). Taking sides: Clashing views on educational issues expanded (18 Ed.). McGraw Hill Publishers.
U.S. Department of Education. (2015). Every Student Succeeds Act. Retrieved from http://www.ed.gov/essa?src=rn
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
However, despite clear benefits, this law is clearly not meant for assimilation into the educational environment of Jew Jersey. Many who would oppose entering into participation with the program focus on the idea that it gives up New Jersey's inherent autonomy as a state to create its own educational standards. Essentially, it allows the federal government more authority within local education. This would intrude on local legislature's ability to more
Negatives in No Child Left Behind (NCLB) What's wrong with the No Child Left Behind (NCLB) legislation that President George W. Bush and key members of the U.S. Congress put together in such a cooperative spirit in 2001? The NCLB was signed into law (in January, 2002) with such fanfare that teachers, parents, students and school boards nationwide had high hopes for a revolution in the way teachers teach and students
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
There are over 4.4 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
Those benchmarks include making sure teachers are able to "employ multiple measures of measuring student growth and understanding" (NBPTS). Moreover, a teacher needs to be able to "clearly explain student performance to parents" (NBPTS). What this means is that teachers must be mandated to complete "rigorous self-reflection exercises" that are designed specifically to demonstrate the teacher's effectiveness (p. 60). Caillier points to a study which showed that teachers with