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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 resources towards math and reading materials, with subsequent neglect of the arts and physical education. Student test scores have been improving in math, but reading test scores have remained relatively stable since NCLB was put into place. These results correlate with similar findings in other districts (Dee & Jacob, 2010). Reasons our administrators have provided, and which teachers likewise believe to be true, include the high numbers of English language learners in our classrooms and likewise, high frequency of transfers.
Most colleagues do not like the changes that have taken place since NCLB. Some have said that their students have been exhibiting more behavioral problems than ever because the pressure to do well on the tests is causing them trouble that cannot be resolved within the system. A few teachers have expressed delight with NCLB, claiming that their job is easier due to the more strident and concrete educational guidelines. Others have expressed concern that their students with strong aptitude in areas other than math and reading are not being well-served,...
Test scores in some subject areas for some students have improved. On the other hand, NCLB has depleted our school budget and created an unbalanced curriculum that does not serve the needs of all students.
References
First Amendment Center (2014). How far may schools go in restricting student speech in the interest of school safety? Retrieved online: http://www.firstamendmentschools.org/freedoms/faq.aspx?id=12994
Hudson, D.L. (2005). Student expression in the age of Columbine. First Reports 6(2).
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
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
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
One of the most damaging results of the NCLB program was the way that many schools began focusing on standardized test preparation through drilling instead of on substantive academic subjects (Sonnenblick, 2008). In many states, educators began devoting inappropriate amounts of time to preparing students to perform well on the state-wide tests while neglecting their primary academic purpose of teaching. Unfortunately, the increased attention to reading, writing, and arithmetic necessarily