April 4, 2011
Many children go through life living in the same school district for their whole education experience. They know all of the teachers and develop a reputation. Close bonds may form between the student and the teacher. No Child Left Behind has an effect on these student-teacher relationships because teachers have to buckle down on the student’s education to create progress. I chose the controversy over No Child Left Behind because I believe that students are being failed by the system “Most Significantly, No Child Left Behind sets a deadline: By 2014 all students must be grade-level proficient in reading and mathematics – as evidenced by their scores on annual test in grades three through eight, and once in high school” (Mantel 2). It does not make sense for students to be pressured to succeed at the rate of the system. If they need extra time then it should be given. No Child Left Behind does not take in account that some students do not learn at the same rate as others, and some students have a hard time taking tests. Their stress levels could affect their test taking abilities, or they might have a problem with freezing up under the pressure of the test. “Schools must now turn their attention to at-risk students because, due to No Child Left Behind subgroup requirements, they cannot hide low scores for subgroups within school or district averages” (Fusarelli as qtd in Lagana-Riordan 2). I believe that school administrations and teachers are overlooking the students that need extra help and attention. Also, No Child Left Behind does not recognize the fact that some teachers are not working to their best ability and take their jobs for granted. I am not saying that the teachers do not care; I just believe that they are going through the motions on a critical subject. No Child Left Behind needs to either be renovated or replaced by a curriculum that has the student’s best interest in mind. No Child Left Behind should no longer be practiced or remodeled in school systems. This is an important subject because it affects schools and students nationwide, and not for the better. President George W. Bush signed into law the No Child Left Behind Act on January 8th, 2002. The law was designed to activate education reforms that were discussed during the president’s first presidential campaign. A government source claimed that the law was designed to improve schools by enforcing, ”accountability for results; an emphasis on doing what works based on scientific research; expanded parental options; and expanded local control and flexibility” (U.S. Department of Education as qtd in Encyclopedia of Special Education 1). No Child Left Behind requires schools to demonstrate yearly progress towards the proficiency goals. Each state has their own set of goals and regulations, but nationwide the emphasis is on reading, mathematics, and science. Yearly progress is defined in a matter that all public and secondary schools have the same high standards of academic achievement, and the goals are valid and reliable. Also, students must have continuous and substantial academic improvement and give results. The curriculum needs to include separate, measurable annual objectives for the achievement of all schools including economically disadvantaged students, students from major racial and ethnic groups, students with disabilities, and students with limited English proficiency. If a school fails to have shown adequate yearly progress for two or more consecutive years, the school must offer their students the choice of transferring to another public school except if existing law prohibits public school choice because the student’s school district has to pay for the transportation costs. If the school fails for three or more consecutive years they are required to provide tutoring, after-school classes, and summer school. If the school fails on...
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