Pros And Cons Of The No Child Left Behind Act
Doubts about the No Child Left Behind Act ENG122: English Composition II
Instructor: Randall Norris July 21, 2014
The No Child Left Behind Act lacks effectiveness for reasons such as achievement is measured only by students’ performance on standardized tests, students fail to receive a well-rounded curriculum (teacher qualifications), and lastly all students are held to the same achievement standard regardless of their ability level, socioeconomic status or native language.
The No Child left behind Act was designed to improve education and achievement in America’s schools but the results are not so positive. The No Child Left Behind (NCLB) Act is arguably the most far-reaching education policy initiative …show more content…
Achievement gaps in both math and reading between white and black students have narrowed substantially over the last forty years (Grissmer et al., 1998; Hedges & Nowell, 1999; Hemphill et al., 2011; Kober, Chudowsky, & Chudowsky, 2010; Neal, 2005; Reardon & Robinson, 2007; Vanneman et al., 2009). Gaps in reading between white and Hispanic students follow the same trend, though gaps in math between these two groups have largely stagnated since the late 1970s, the first year in which NAEP data was disaggregated for Hispanic students (Hemphill et al., 2011; Reardon & Robinson, 2007). Despite this progress, gaps remain large, ranging from two-thirds to slightly less than one standard deviation, depending on the grade and subject. Importantly, both the size of achievement gaps and their trends over time vary considerably across …show more content…
Under NCLB, existing teachers including those with tenure were also supposed to meet standards. They could meet the same requirements that were set for new teachers or could meet a state-determined “high, objective, uniform state standard of evaluation,” also known as HOUSSE. The idea was clearly to upgrade the teaching force. Yet, there is little evidence that the state chosen standards were very binding (Moe, 2005). Few states showed any interest in any major changes in the terms of employment for existing teachers, leading them generally to opt for definitions consistent with their existing licensing and certification standards for teachers.
In Conclusion, when it comes to the No Child Left Behind Act there has been many issues that arouse after Bush tried to implement this act. Students’ academic achievement was not rising, highly qualified teachers were not sticking around and it was hard to come by qualified teachers. This act was also supposed to close racial and socioeconomic achievement gaps and it failed to do that. After researching, I feel that these points were strong and that this act is not improving
Instructor: Randall Norris July 21, 2014
The No Child Left Behind Act lacks effectiveness for reasons such as achievement is measured only by students’ performance on standardized tests, students fail to receive a well-rounded curriculum (teacher qualifications), and lastly all students are held to the same achievement standard regardless of their ability level, socioeconomic status or native language.
The No Child left behind Act was designed to improve education and achievement in America’s schools but the results are not so positive. The No Child Left Behind (NCLB) Act is arguably the most far-reaching education policy initiative …show more content…
Achievement gaps in both math and reading between white and black students have narrowed substantially over the last forty years (Grissmer et al., 1998; Hedges & Nowell, 1999; Hemphill et al., 2011; Kober, Chudowsky, & Chudowsky, 2010; Neal, 2005; Reardon & Robinson, 2007; Vanneman et al., 2009). Gaps in reading between white and Hispanic students follow the same trend, though gaps in math between these two groups have largely stagnated since the late 1970s, the first year in which NAEP data was disaggregated for Hispanic students (Hemphill et al., 2011; Reardon & Robinson, 2007). Despite this progress, gaps remain large, ranging from two-thirds to slightly less than one standard deviation, depending on the grade and subject. Importantly, both the size of achievement gaps and their trends over time vary considerably across …show more content…
Under NCLB, existing teachers including those with tenure were also supposed to meet standards. They could meet the same requirements that were set for new teachers or could meet a state-determined “high, objective, uniform state standard of evaluation,” also known as HOUSSE. The idea was clearly to upgrade the teaching force. Yet, there is little evidence that the state chosen standards were very binding (Moe, 2005). Few states showed any interest in any major changes in the terms of employment for existing teachers, leading them generally to opt for definitions consistent with their existing licensing and certification standards for teachers.
In Conclusion, when it comes to the No Child Left Behind Act there has been many issues that arouse after Bush tried to implement this act. Students’ academic achievement was not rising, highly qualified teachers were not sticking around and it was hard to come by qualified teachers. This act was also supposed to close racial and socioeconomic achievement gaps and it failed to do that. After researching, I feel that these points were strong and that this act is not improving