No Child Left Behind Why NCLB is not effective enough and should focus on areas such as poverty and achievement gaps
The Four Pillars of NCLB A Quick Review (ed.gov)
Stronger Accountability for Results
-Close Achievement Gap between societal economic and racial classes
- achieve academic proficiency
- Annual State and School District report cards sent to parents and communities
-Schools with no progress must provide extra services such as tutoring or after school assistance
- if no change after 5 years, school needs a dramatic change in the way things are run
More freedom for States and Communities
- States have flexibility with federal funds
- Can disperse funds to any category they chose (such as hiring new teachers, increasing teacher pay, and improving teacher training and professional development)
Proven Education Methods
- Educational programs and practices proven through scientific research
- Federal funding targets these programs and teaching methods that work to improve student learning and achievement
Choices for Parents
- Parents can transfer children to better performing schools within their district
- district must provide transportation
- students have an option to attend a safer school in their district rather than the dangerous school they were attending
- students in low income families that attend schools in need of improvement are eligible to receive educational services: tutoring, after school assistance, and summer school
Whats Wrong With These Goals?
1. All Children Should Reach Academic Proficiency by 2014
Problem: Definition of "Proficiency" is defined by each state No State is on track to reach proficiency on time
School districts are afraid of the consequences of not reaching the goals set by NCLB
Therefore: Standards are being lowered to reach these goals set by NCLB
2. All teachers will be "highly qualified"
Problem: Effectiveness of teachers is the same. Only minimal progress on student math and reading standardized tests
3. Schools that are considered "in need of improvement" must provide extra assistance
Problem: Schools in rural areas or areas of high poverty do not have the funds to provide extra tutoring or after school assistance.
Family Wealth is a Great Predictor of Success in the School System (Cole) Rich kids have a better start on their education Children who do better at age 7 are 2xs as likely to get qualifications at a degree level by age 25 than those who performed poorly (Cole)
NCLB brought an increase in funding towards schools but have been spent on the creation of standardized tests (Wolff)
1. Federal government should define "proficiency" so standards are not lowered
- schools will be more determined to teach children rather than just passing them.
- motivates schools to acquire better teachers who are in fact "highly qualified"
2. NCLB should focus more on the issues of poverty and the achievement gap between the rich and the poor
- Achievement gaps between African Americans and Whites have already made progress and do not need as much attention as the poor and rich achievement gap ("How NCLB benefits African Americans")
- Other Minorities, like Hispanics, have raised their math and reading scores as much as by 17 points within the past 5 years. ("How NCLB Benefits Hispanics")
- How does the government expect test results tracking student progress to be accurate if it is using most of the funds on the required tests? This leads to my third point....
3. Less money should be spent on standardized tests and more for educational assistance programs
-presents more opportunities to assist people who want to improve.
- a good start in the education system is critical to an individual's education.
Achievement gaps are not primarily between races anymore but rather between economic levels
So What is the Government Going to do About it? ... only time will tell
Bibliography Cole, Mike, ed. Education, Equality, and Human Rights . New York: Routledge, 2006. Print. Cowen, David J., and Haifeng (Charlie) Zhang. “Mapping Academic Achievement and Public School Choice Under the No Child Left Behind Legislation.” Southeastern Geographer Volume 49. Number 1 (2009): 24-40. Project Muse . Web. 19 Oct. 2010. “ Four Pillars of NCLB.” U.S. Department of Education. N. p. N.d. Web. 14 Nov. 2010. < http://www2.ed.gov/nclb/overview/intro/4pillars.html > “ How No Child Left Behind Benefits African Americans.” U.S. Department of Education. N. p. Aug 2005. Web. 10 Nov. 2010. < http://www2.ed.gov/nclb/accountability/achieve/nclb-aa.html >
“ How No Child Left Behind Benefits Hispanics.” U.S. Department of Education. N. p. Aug 2005. Web. 10 Nov. 2010. < http://www2.ed.gov/nclb/accountability/achieve/nclb-hisp.html > Rado, Diane. “ISATs Let Kids Pass With More Wrong Answers; TRIBUTE WATCHDOG: Test Experts Question Point Decline, but State Officials Stand by Method.” Chicago Tribune . 18 Oct 2010: 1. ProQuest Newspapers . Web. 19 Oct. 2010. Wolff, Jessica R., and Michael A. Rebell. Moving Every Child Ahead . New York: Teachers College Press, 2008. Print.