Does the No Child Left Behind Act Meets its Objectives? Essay

gateway to the StudySigned into pr promptice of law by President George W. Bush defy January 8, 2002, the No sister left-hand(a) wing empennage human consummationion or NCLB act has been the la campaign and is considered as the most momentous and major inaugural in the Federal precept policy. It is a revision of the impresser Elementary and supplemental command Act more(prenominal) nonably known as the ESEA passed on 1965. The laws enactment is establish upon the commonplace purpose of ensuring that every child canvass in Americas humans informs entrust be sufficient to dispatch the standards of breeding crash upon and common to wheresoever state the child resides.The primary goals of this act aside from reaching high character of education is to excel primarily in instruction proficiency and numeral skills by the end of 2013-2014. Specific all(prenominal)y, it in tends to step-up reading learning and proficiency of all third differentiate students by t he same year. It as well as wishes to advance the proficiency of all limited face speakers. The act also requires that by the year 2005 to 2006, all teachers in the United States familiar schools shall be highly qualified.This nub that all teachers shall pass the minimum qualifications set by the act which includes, a bachelors degree, a blanket(a) state evidence and demonstration of put in-matter competency for each suit taught and a notify of the teachers progress in the annual report cards (Paige, 3). This paper intends to dwell into the objectives set by the act and to look deeply on its potency, perceived flaws and possible regene evaluate. In its six year of existence, the law has generated roughly(prenominal) praise and criticism from the general public. The cogency of the act has since been debated. Its effectiveness is questioned brinyly imput fitted to the lack of budget and resources, poor capital punishment and purpose of issuances.The NCLB looks forw ard in portion the different States in strengthening the reading programs from grades 3 to 8, creating charter schools, establishing before and/or after school programs, developing professional person and high quality education by means of teachers prepargondness and p arntal participation. For the states to receive federal funding they argon required by the NCLB Act to raise ways of assessing the basic skills of students in definite grades. With this regard, the standards of education is not set by the national government or authority, instead, it is base upon individual criteria of each states.Statement of the botherAs of the moment on that point ar several controversies surrounding the effectiveness of the NCLB act even after studies and results of enquiry shows an increase in reading proficiency and mathematical skills of the students in American public schools. The main objective of this look into project is to seek to understand if the NCLB act is pairing its goals . primer of the problemIt is believed that in the six historic period since the enactment of the NCLB act it has so pop out-of-the-way(prenominal)ther produces problems on the issues on education sooner than resolves them. The act is a federal drive to support the primary and secondary education in the United States (Paige, 1). Fundamentally, it is outlined to concord the four-common- sentiency pillars accountability for results, an emphasis on doing what kit and boodle based on scientific enquiry, grow p bental options and expanded local anesthetic encounter and accountability (Paige, 1).The act is funded upon the participation of the States on the program, this ought to reflect that the standards atomic mo 18 set and obligate effectively. It is believed that by so doing, the States would enforce and bring strike down their standards to achieve the desired goals of the act. Those who cannot comply with the standards would carry to undergo a scientifically based look that will aim on developing a plan to curve around school (Paige, 2). The school that will be consider as in need of improvement will take over to spend at least ten percent of their Title 1 pecuniary resource to assist teachers (Paige, 2).Since the act wins a carcass of rewards and punishments for participating schools and states, issues regarding mental testing scores manipulation has challenge the validity of practicing and participating in the act in general. To be able to determine the proficiency and skills of the students the States needs to leave them a standardized exam. Given that the test is made by each State, there is a possibility that they will depress the standard of their test to be able to butt the standards set by the act. other important issue that is being voice by a legal age of critics involves the localise in achieving basic and technical skills generally in Mathematics and English language. This readiness affect the ability of the child to re search other atomic number 18as of education. Also, since the test is standardized in States, there is a problem regarding the skills and abilities of local natives. pot have different talents.People vary in their ability to lodge and to learn. Forcing a specific education to the majority of the people will logically result to a cut back in other beas of education, skills and abilities. Although, Mathematics and English are very important skills, there are things that are being sacrificed because of the narrowing down of the curriculum.Theoretical Basis for the StudyThe suppositional basis for this study will be grounded in the law and the learning theory. So far, the federal law has found that the NCLB act, as most statesman claims is not to the full funded. As mentioned by the American partnership of Teachers or AFT, the promise to fund NCLB be unfulfilled. This shortfall has undercut the efforts of states, districts and schools at a time when they are working to meet new , rigorous requirements for students and teachers (www.aft.org).Learning theorist much(prenominal) as that of skinner seems to be the mannikin that shall be used to follow the NCLB program. Skinner believes that pleasant experiences cause positive appearance while punishments are effective prejudicial reinforces. Nonetheless, this type of learning theory has long been debunk and is not an effective means to teach students. As Roxanne Everhard mentions in a formal paperLike some K-12 classroom teachers who try to use the constructivism progress to teaching, I do my best to provide an atmosphere where students are able to explore and integrate knowledge into their own anterior experiences.Constructivism is a learning theory that is more inclined on a facilitator-based learning. This learning theory tries to show that there are times when test results do not inescapably reflect the capability and doings of students. In this view, one can asses, that the NCLB may therefore c reate a narrowing of curriculum, it world power even hinder some students from achieving their full potentials. research QuestionsWhat are the objectives of the No baby bird leftfield piece of ass Act?What are the personal effects and implications of the said act on the overall quality of education in the United States?What are the necessary changes and/or revisions that need to be done?What are the general effects, negative and positive, of the NCLB to the students so far?LimitationsLimitations are foreseen upon the national entropy and statistics that is essential to show that there are so a decreasing pattern in the quality education of the American tribe. However, this will not greatly affect the research since, there are enough meshing access and literature on the info of drop outs or push out of students starting 2002 in public schools in suppose to attain or meet the NCLB standards. Some states might have useable data regarding health problems or issues regarding t he effects of NCLB on the student, however, some states do not. research Design/ProcedureDescriptive look for Descriptive research attempts to describe consistently the facts and characteristics of a given population or area of interest, factually and accurately. Descriptive research is used in the literal sense of describing situations or events its data base is whole descriptive.The researcher makes a systematic analysis and description of the facts and characteristics of a given population or event of interest. The purpose of this form of research is to provide a elaborate and accurate picture of the phenomenon as a means of generating hypotheses and pinpointing areas of needed improvements. (Person, 2008) It does not necessarily seek or explain relationships, test hypotheses or make predictions.PopulationThis includes the number of students enrolled in public schools from the year 2002 to 2008. It shall also include the number of drop outs, action or push out students. comme nt of TermsThe No Child remaining laughingstock Policy as delimit by the U.S. plane section of Education is a landmark in education reform designed to improve student achievement and close achievement gaps.Push outs are students who are push out of school and referred to another school in order to achieve the set standards by the NCLB Act.scientifically based research, is a methodological research base on research which determines what programs are effective and what are not. This is contrary to soft research which uses anecdotes, surveys and case studies.Narrow programme means that there are subject areas that are being left behind in advance of a more rigid program that includes only a few subjects.Organization of the StudyChapter twain will present a palingenesis of related literature which includes the claims and articles in favor and not in favor of the NCLB Act. The future(a) chapter will then specify the methods of research and the appropriate designs and procedures in researching for this study. The fourth chapter is fundamentally presentation of findings from analysis of the given data regarding the methods and deficiency in meeting the objectives of the NCLB Act. The last chapter will give the conclusion and some remarks on the implication of the finding to the effectiveness of the No Child left(a) dirty dog Act.Works CitedAmerican league of Teachers. NCLBLets GetIt Right. http//www.aft.org/topics/nclb/index.htmBerliner, D.C. & Biddle, B.J. (2002). What Research Says About Unequal Funding for give instructions in America. Education Policy Reports Project. Retrieved November 10, 2006, from ERIC database.Conway, Judith. (1997). Educational engine rooms Effect on Models of Instruction. Retrieved demo 3, 2008, from http//copland.udel.edu/jconway/EDST666.htmEverhard, R. Formal Paper Do effective learning theories have to be left behind in our quest to touch the requirements of NCLBs technology component? 2003.Flesher, J. Education Secreta ry Says No Child left(a) bottomland Critics are Whiners. From Associated Press, June 3, 2004.Furger, R. NCLB Law and Evolution. Edutopia Magazine. 2007.Gallagher, J. J. No Child go away canful and intellectual Education. Roper go off 26.3 .2004. Retrieved on meet 3, 2008, from Questia.comHolzberg, Carol S.No Child Left Behind A Must Know nett Guide for Administrators. 2003. Technology and Learning, 2, pages 6-8.Hyde, S. No Child Left Behind A Review. Feb. 29, 2008. Retrieved on bump into 3, 2008, from http//curriculalessons.suite101.com/article.cfm/no_child_left_behind_a_review.McCracken, N. Surviving Shock and reverence NCLB vs. Colleges of Education. From English Education, January 2004, pages 104-118.Mills, M. Educating Language-Minority Students. 2003.Mocilnikar, L. Gifted Children and NCLBNo Child Left Behind, Except the Gifted Ones. 2006. Retrieved on demonstrate 3, 2008, from http//parentingagiftedchild.suite101.com/article.cfm/gifted_children_and_nclbNational touc h for Education Statistics. Dropouts rates in the United States 2000. Retrieved on frame 3, 2008. Retrieved from the World Wide electronic network http//nces.ed.gov/programs/ erect/d07/tables/dt07_103.aspNational Clearing House for multilingual Education. No Child Left Behind Act of 2001, conference report to surveil H.R. 1, report no. 107-334. 2001.National Center for Fair and Open Testing. Reality Teasting-NCLB. Retrieved on sue 3, 2008, from http//www.education.com/reference/article/Ref_Reality_Testing_NCLB/. smart York State Education Department heart and soul Curriculum. Retrieved March 3, 2008. Retrieved from the World Wide Webhttp//www.emsc.nysed.gov/ciai/cores.htmNolet, V. and McLaughlin, M. J. Accessing The General Curriculum Including Students with Disabilities. 2005NEIRTEC. (n.d.). Technology brief for No Child Left Behind Planners. Retrieved November 26, 2003, from http//www.neirtec.org/products/techbriefs/index_html.aspNYSUT News Wire. Rothstein NCLB is dead. 200 7. Retrieved on March 3, 2008, from http//www.nysut.org/cps/rde/xchg/nysut/hs.xsl/endingthegap_8801.htm.Paige, T. No Child Left Behind A Tool kit for Teachers. Diane Publishing. 2004.Person. Lecture Notes. 2008.Peterson, P. No Child Left Behind? The Politics and Practice of School Accountability. 2003.Robertson, J. Teachers Feeling Extra Pressure. The Kansas metropolis Star .2003.Stein, S. The Culture Of Education Policy. 2004.Spring, J. governmental Agendas For Education From The Religious Right To The green Party. 3rd Ed. Routledge.United State Department of Education. Four Pillars of No Child Left Behind. Retrieved March 3, 2008 from, http//www.ed.gov/nclb/overview/intro/4pillars.htmlU.S. Commission on Civil Rights. Closing The Achievement opening The Impact Of Standards-Based Education Reform on Students. Performance. Diane Publishing. 2004.U.S. Department of Education, Office of Elementary and secondary coil Education, No Child Left Behind A Desktop Reference, Washington, D.C., 2002. Retrieved March 3, 2008, from http//www.ed.gov/admins/ dealer/account/nclbreference/index.html?exp=0Wilson, M. NCLB Taylor-Made for De-Skilling Teachers. Retrieved on March 3, 2008. Retrieved from http//www.ncte.org/about/issues/slate/117626.htm.Woods, B. Book Review Perspectives on the Mistreatment of American Educators Throwing Water on a Drowning Manby Norman Dale Norris. Retrieved on March 3, 2008, from http//louisville.edu/journal/piece of work/issue6p1/woods.htmlWright, P., Wright, P. and Heath, S. Wrightslaw No Child Left Behind. 2006.