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.
And yet the broad focus on test results, though perhaps inevitable and the sole method of any objective monitoring, promises to result in better trained teachers handcuffed by state mandated lesson plans. These state mandated lesson plans are in turn narrowly tailored to achieve impersonal federal academic goals not best suited for each student.
Personal Perspective:
From a personal perspective, it appears clear that the system has not been improved all that much. While the total amount of money being spent on the program might be impressive, each individual school will not receive enough to make any difference in their ability to be more discriminate with teacher hires and/or teacher training. The strict focus on achieving...
Moreover, the very slight appeal of public school teaching that existed must surely have been eroded even more at the prospect of increased and inflexible state and federal standards.
Effect of Law:
NPR reported in 2005 that "nearly four years after the No Child Left Behind Act took effect, the nation's urban school districts have shown little benefit from the law." But U.S. Education Secretary Margaret Spellings says that the law wasn't being fully implemented in all 50 states until 2006. The daily experience of teachers and students has changed, but whether that will ultimately yield any results is too soon to tell.
From a personal perspective, it appears clear that the system has not been improved all that much. While the total amount of money being spent on the program might be impressive, each individual school will not receive enough to make any difference in their ability to be more discriminate with teacher hires and/or teacher training. The strict focus on achieving certain numbers on test results leaves little room for important, yet off-topic, class tangents. Moreover, the very slight appeal of public school teaching that existed must surely have been eroded even more at the prospect of increased and inflexible state and federal standards.
Effect of Law:
NPR reported in 2005 that "nearly four years after the No Child Left Behind Act took effect, the nation's urban school districts have shown little benefit from the law." But U.S. Education Secretary Margaret Spellings says that the law wasn't being fully implemented in all 50 states until 2006. The daily experience of teachers and students has changed, but whether that will ultimately yield any results is too soon to tell.
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
No Child Left Behind When it was first initiated, the No Child Left Behind Act was intended to make schools accountable for the education of their students. This federal Elementary and Secondary Education Act was supposed to improve the quality of education for all children in the United States. This paper will show, however, that in many school districts, the No Child Left Behind Act has had the opposite effect. As
Review and Comment Indications suggest that Obama will endorse a rewritten version of No Child Left Behind once requirements like teacher quality and academic standards are toughened up to focus more attention on failing schools. This will mean more, not less, federal involvement in the program. Overall, reaction to Obama's plans are negative. Most who were opposed to Bush's policy had hoped for a brand new start rather than a rehash
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
E. ELL students in public schools. Data provided in the literature demonstrates that by 2030, more than half of all students in American public schools will speak a language other than English (Devoe, 35). In some schools the total number of students whose first language is not English is much higher. Specifically, Devoe reports that in Lawrence, Massachusetts more than 90% of all children enrolled in public schools are ELLs.