As per the NCLB, schools should fund only programs that are proven to work through the scientific method. This principle is good in that it ensures schools spend money on effective programs; instead of continue investing money in programs that have already been proven to be ineffective. Schools have an incentive to select good programs that have been proven to work.
The fifth principle corresponds to having well qualified teachers, who have the necessary training. To be qualified to teach, educators must: This principle has a definitive pro in that it ensures schools have personnel that are competent, qualified and have the skills needed to help students learned, including diverse learners. In summary, I feel that the NCLB act is based on some good principles that have the best of intensions: NCLB also has critics, like any other government initiative; a major concern is whether it will give schools an incentive to TTTT, to make sure students meet minimum testing requirements.
Upper Saddle River, NJ: Pros and cons of NCLB. The act also puts in place a system of punishment for schools if their student body does not perform to the standards set down by the National government NCLB act. The debate surrounding this has become a significant topic since the Act is currently under review and could be in the process of reauthorization. At the time of its inception, both political parties Republicans and Democrats supported the NCLB Act, however, both parties are now arguing over its validity.
This act has failed to garner support from most Americans, and like most Americans, I also agree that this should not be reinstituted. These impossibly high standards cause greater harm than good. The federal government has consistently failed to provide the proper amount of funding that this program requires. As a future educator, it is easy for me to feel very angry towards these ideas. Students are looked at merely as a test score rather than human beings with personality, talents, and thoughts that cannot be measured by a multiple-choice mathematics problem.
As a result, many students fail to receive a creative and well-rounded. For too long, we have committed to time structures, coursework, instructional methods, and assessments designed more than a century ago. I propose to help promote a whole child approach to learning, teaching, and community engagement. In contrast, NCLB uses a conjunctive accountability model, which requires each subgroup of students to meet the same minimum proficiency levels, regardless of previous performance.
It also imposes a timeline for all students to reach percent proficiency. Because of the multiple ways that a school can fail to make AYP, there is the risk of over identification of some schools as needing improvement. Research suggests that the core components of AYP—mean proficiency, subgroup rules, and participation rate requirements—pose particular challenges for diverse schools and high-poverty schools.
The NCLB requirement that all schools and students meet the same mean proficiency level does not take into account initial differences in student performance. The subgroup rules, while they provide information on how different groups of students are performing, require students in high poverty and racially diverse schools to meet multiple performance targets.
Combined with the participation rate requirements, the subgroup rules create multiple performance and participation rate targets. Since a school can be identified for improvement for failing to meet either the performance or participation targets for a single subgroup, the more diverse a school is, the more targets it must meet. Federal-State Relationships Education is typically viewed as a state and local responsibility, particularly in areas related to core educational functions.
NCLB moved this relationship in the direction of expanding the federal role over states, while strengthening the role of states over local districts. By expanding the federal role in education, the act ensured that the federal rather than state accountability requirements defined which schools were failing and which were successful.
NCLB affected governance arrangements within a state by favoring state education agencies and chief state school officers over the governor, legislature, and state and local school boards.
[tags: No Child Left Behind, USA, ] Better Essays words | ( pages) | Preview. A Nation at Risk and No Child Left Behind: Deja Vu for Administrators - Before the No Child Left Behind act came into effect there was a report done in called A Nation At Risk. Within in this report is information and statistics about how academic.
The No Child Left Behind Act, a federal social program that tries to encourages after school programs should be eliminated and the extra funds given to schools to decide where it goes. The NCLB Act, “was designed to improve education and achievement in America’s schools in four clearly defined.
No Child Left Behind essaysIn a perfect world all children would be equal, and they would learn without any reservation throughout their school career, but the world is not perfect and unfortunately our nation's children come from diverse backgrounds that prevent such an equal school environmen. Introduction. This paper researches the history of the causal problems that led to U.S. government policy resulting in the No Child Left Behind Act.
Essays - largest database of quality sample essays and research papers on No Child Left Behind. The No Child Left Behind Act of President Bush signed The No Child Left Behind Act in as part of his educational reform plan. The plan includes four key principles: stronger accountability towards schools for performance results; expanded flexibility and local control; expanded options /5(18).