I have to write a short paper on the No Child Left Behind Act. My prof thinks it is wonderful, but I'm not so sure. I haven't researched it too much; just read the website on it (which is what we are supposed to base our paper on). Can you give me your thoughts on NCLB and include any links you may have. Thanks.
No Child Left Behind
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Hi Melanie
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I personally think it is just making schools push kids through. I am against testing, too (part of why we're hsing) and there's alot of testing to make sure they're "on track". Anyways...here's some links:
http://www.edweek.org/context/topics...page.cfm?id=59
http://nclb.ecs.org/nclb/ (is this the one your paper has to be on?)
https://direct.rdrbooks.com/cgi-bin/...143-102-0.html (book about it)
http://www.nasdse.org/downloadnclb.htm
http://www.pdkintl.org/kappan/k0305mat.htm (interesting)
I personally think it is just making schools push kids through. I am against testing, too (part of why we're hsing) and there's alot of testing to make sure they're "on track". Anyways...here's some links:
http://www.edweek.org/context/topics...page.cfm?id=59
http://nclb.ecs.org/nclb/ (is this the one your paper has to be on?)
https://direct.rdrbooks.com/cgi-bin/...143-102-0.html (book about it)
http://www.nasdse.org/downloadnclb.htm
http://www.pdkintl.org/kappan/k0305mat.htm (interesting)
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don't know the site, but you might want to check out fairtest. they are located in cambridge, ma, and i'm sure they have a site.
my main beef with nclb is not having standards for learning, which i think can be good if implemented correctly, but the emphasis on one-stop testing every year starting in grade 3. additionally, since each state sets their own testing guidelines and chooses/creates their own tests, some states look like they're doing better than others when really their standards or tests are not as difficult than others. a case in point would be texas vs. maryland. the former has lower standards/"easier" tests, the latter much more rigor regarding both.
for general policy info, probably a bit tilted towards nclb, you might try the education trust.
good luck!
megin (an education grad school nerd)
my main beef with nclb is not having standards for learning, which i think can be good if implemented correctly, but the emphasis on one-stop testing every year starting in grade 3. additionally, since each state sets their own testing guidelines and chooses/creates their own tests, some states look like they're doing better than others when really their standards or tests are not as difficult than others. a case in point would be texas vs. maryland. the former has lower standards/"easier" tests, the latter much more rigor regarding both.
for general policy info, probably a bit tilted towards nclb, you might try the education trust.
good luck!
megin (an education grad school nerd)
You might check out this thread in addition to the other good links you were given.
http://www.mothering.com/discussions...d.php?t=144419
http://www.mothering.com/discussions...d.php?t=144419
I have mixed feelings about NCLB, but mostly negative feelings about it. One disadvantage I see is that all students are expected to be at X location at X grade at X point in the school year. This is not reality. There are ranges of normal that are developmental, there are ranges of normal that have to do with extenuating factors such as primary language, dominant language, parental suppport--ability of the parent to educationally support, predetermined ability to function in a traditional academic setting, and on and on. Additionally, each state is able to set it's own parameters in regard to what is proficient, basic, below basic, etc. For example, the state I live in has a goal of all students functioning at or above the 60th percentile rank by 2014. hmmmm. What about student's with IQ's at the 5th percentile rank? Because they do exist, regardless of how we feel about the IQ test itself, and we can't expect all students to be overachievers...What about students who are not motivated by academic rigors but are motivated by movement or light and shadow, or tone? They are less likely to function well in a setting so beset by the rigor of the ABC's. The tests themselves are punitive in nature. The reward for doing well is being allowed to maintain the status quo. The consequence for not doing well by the standards of your state is to lose significant amounts of funding, thereby decreasing the ability of the district to adequately provide still more. Ultimately, the state comes in and takes control of the school if it's determined the the school district cannot do so. Sometimes a school won't meet it's AYP goal because it has a subset of students who are doing *so* well that they can't make much more growth--thus, the school is penalized for having high achievers.
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A school is penalized for it's subgroups. Now, on the one hand, this makes sense to me. We really don't want to encourage high numbers of students in special educaiton and it used to be that they were excluded from the counts. Now they are not and I like this for the kids with mild disabilities. However, what if your district specializes in the moderate population and has a subgroup that is large enough to count by itself but not disabled enough to have the alternative assessment or is too large to allow all the students to be alternatively assessed? Hmmm, I don't think they thought that through either....
You see, in theory, NCLB sounds great. Just like the Zero Tolerance policy did. But the application of it is problematic and the current administration just hasn't taken enough responsibility for assisting with the implementation of it in my opinion. I could sit here all night and give you the exceptions to the rule. This is just a starter for me. Oh! Teachers are cheating like crazy on the tests now! I'm sure there were always teachers cheating, but they are truly afraid that they are going to lose their jobs and livelihoods and they're scared and they're cheating all over the place.
eta; I forgot to say what I like. I do like that teaching is more standardized. For example, I like that curriculums are more research based rather than pick and choose and cross your fingers. I personally have seen a change in the way student's needs are addressed over the last two years in the school setting (at the elementary level) and in the way teaching is applied and the district in which I work has made great strides in teaching them. Along those lines, I have also seen dramatic changes in the perceptions of the teachers in regard to the student's ability to learn. Also, I do like that the special education students are being addressed and followed more closely. I like, in my district, they are now being given the same curriculum they are given in the general education setting and that there is more collaboration between general ed and special ed.
Leah
You see, in theory, NCLB sounds great. Just like the Zero Tolerance policy did. But the application of it is problematic and the current administration just hasn't taken enough responsibility for assisting with the implementation of it in my opinion. I could sit here all night and give you the exceptions to the rule. This is just a starter for me. Oh! Teachers are cheating like crazy on the tests now! I'm sure there were always teachers cheating, but they are truly afraid that they are going to lose their jobs and livelihoods and they're scared and they're cheating all over the place.
eta; I forgot to say what I like. I do like that teaching is more standardized. For example, I like that curriculums are more research based rather than pick and choose and cross your fingers. I personally have seen a change in the way student's needs are addressed over the last two years in the school setting (at the elementary level) and in the way teaching is applied and the district in which I work has made great strides in teaching them. Along those lines, I have also seen dramatic changes in the perceptions of the teachers in regard to the student's ability to learn. Also, I do like that the special education students are being addressed and followed more closely. I like, in my district, they are now being given the same curriculum they are given in the general education setting and that there is more collaboration between general ed and special ed.
Leah
Thank you for all the responses. I love hearing how this is working out practically from those of you experiencing it. It's all very interesting. And Danica- yes, that is the site I am to base my paper on- not exactly unbiased!
I live in florida, and I could go on and on about nclb. One of the problems is that 'failing' schools are suppose implement programs, provide more experienced/educated teachers, or allow a student to transfer to another public, charter or private school.
I believe that good ciriculum, and good teachers should be the norm, not a back-up for failing situations. And as far as transfering to other 'better' schools, that is usually impossible because these schools are already full.
Teachers are also under so much pressure to accomplish the 'grade' that such fundamentals like history, science, etc, tend to get overlooked. The teachers are forced to 'teach to the test'. The atmosphere within the classroom becomes a mad dash for the 'finish line'. Struggling students remain struggling, and higher achieving students become stagnant.
I believe if we just started at the beginning, by hiring the right teachers and allowing students the freedom to actually learn at their own pace, we wouldn't need such measurements and standards as are nclb.
I know this can be done because this is the way my school runs, and our students continue to excell on all standardized tests, even though these tests are not even talked about to the students until the week before the tests are to be taken.
Our third graders rated number one in the state of Florida in the fcats this year. Our fourth graders came in second. We will have a fifth grade this year and I can say with confindence that we will continue to excell on these ridiculous test simply because we have excellent teachers and a cirriculum that focuses on learning.
Good luck...this is a tough subject, and keeping the information condensed enough for a paper will be tough...I could write an entire book on the subject.
I believe that good ciriculum, and good teachers should be the norm, not a back-up for failing situations. And as far as transfering to other 'better' schools, that is usually impossible because these schools are already full.
Teachers are also under so much pressure to accomplish the 'grade' that such fundamentals like history, science, etc, tend to get overlooked. The teachers are forced to 'teach to the test'. The atmosphere within the classroom becomes a mad dash for the 'finish line'. Struggling students remain struggling, and higher achieving students become stagnant.
I believe if we just started at the beginning, by hiring the right teachers and allowing students the freedom to actually learn at their own pace, we wouldn't need such measurements and standards as are nclb.
I know this can be done because this is the way my school runs, and our students continue to excell on all standardized tests, even though these tests are not even talked about to the students until the week before the tests are to be taken.
Our third graders rated number one in the state of Florida in the fcats this year. Our fourth graders came in second. We will have a fifth grade this year and I can say with confindence that we will continue to excell on these ridiculous test simply because we have excellent teachers and a cirriculum that focuses on learning.
Good luck...this is a tough subject, and keeping the information condensed enough for a paper will be tough...I could write an entire book on the subject.
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