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2002 No Child Left Behind Summary

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Longo, Christopher. "Fostering Creativity or Teaching to the Test? Implications of State Testing on the Delivery of Science Instruction." The Clearing House: A Journal of Educational Strategies, Issues and Ideas 83.2 (2010): 54-57. Academic Search Complete. Web. 8 Mar. 2017. This source addresses the dilemma of meeting state requirements while establishing curiosity and creativity in the classroom, an issue many science educators are currently facing. Longo identifies the penalization of districts with minorities or disadvantaged children as one of the biggest flaws of the No Child Left Behind legislation. By making test material the primary focus of class room discussion, creativity in science curriculum decreases. To combat these issues, some instructors are beginning to create an inquiry-based learning environment that provided more room for …show more content…

"Why It's Time to Replace No Child Left Behind." Time 23 Jan. 2012: 40-44. Academic Search Complete. Web. 8 Mar. 2017. This article addresses the flaws in the 2002 No Child Left Behind (NCLB) educational legislation that intended to improve education and hold schools accountable for success. With required tests being administered to 3rd through 8th graders that demanded success in order for the school to run independently, this legislation created a culture of teaching to the test, while narrowing the curriculum and creating stress for both students and teachers. This source focuses specifically on Rachel Carson middle school, a high achieving institution in various aspects. When the mandated tests are completed, results are divided based on race, income, and gender. This causes schools like Rachel Carson, an academically successful school, to join the 48% of U.S. schools that failed to make “adequate yearly progress” due to small percentages of underprivileged students. While NCLB achieved its goal of bringing the academic gap between various races into the light, no action has been taken to lessen the

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Introduction Jane L. David and Larry Cuban do a great job of informing the reader of issues involving closing the achievement gap in education in their book, “Cutting Through the Hype”. David and Cuban, friends and colleagues for forty-five years, collaborated yet again to revise “Cutting Through the Hype” to re-address the “far more pronounced” effects of the federal role and the philanthropic foundations in funding and setting the policy agenda for reforming U.S. schools. Chapter three, Closing the Achievement Gap, begins with a realistic scenario of a fifth grade classroom of thirty students that range from six non English speaking students, limited English speaking students, and fluent English speaking, high performing students. The

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Her excerpt was published in 2014. During the 2000s, up until today, there has been many debates and issues regarding the education system. Years before her excerpt was released, an act called No Child Left Behind No Child Left Behind was passed in 2001. This act provided poor children educational assistance and ensured that every child would have an access to education. However, schools would be held accountable for students who are not achieving the expected level of academic success.

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“The Common Core: Far from Home” is an article that discusses the discrepancies of the common core standards, which is one of the most significant changes in our educational system. One of the reasons is that the shift to move to common core was so quiet that 79% of American voters knew nothing about it. The author states that saying that common core is based off of standards is true but can be misleading because the standards are not a curriculum and it is left up to school districts to figure out the details. However, the standards come with a testing program that is more rigorous than the NCLB act of 2001.

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Since the passage of No Child Left Behind Act 12 years ago, teachers are judged based on standardized tests and their students’ scores. The tests are often used as a measure for schools to determine if teachers should keep their jobs. The whole teaching profession is being shamed as inadequate. Joe Nocera, opinion columnist for the New York Times newspaper, by examining a thinker named Marc Tucker, argues for a new way to approach educational reform. To begin with, Nocera addresses reforming and reconstructing our current schools.

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In my opinion, public educational curriculums and accountability guidelines should be established at the state and local levels where parents/guardians play an integral role in the decision making process. I do not believe standardized tests alone are an accurate measure of a student’s knowledge; their classwork, projects, and literary works also represent a student’s talent and capabilities. In agreement with Robert Schaeffer, a representative for the National Center for Fair & Open Testing, that federal mandated programs such as the No Child Left Behind and The Race to The Top high-stakes tests foster the temptation to cheat because they serve as means to both punish and reward students, teachers, and principals based solely upon test scores (Schaeffer,

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596 Words | 3 Pages

As a result, teachers from preschool through college are being challenged to move from the traditional didactic lecture models of teaching science to an inquiry-based instructional model where students construct knowledge from experiences, ideas, investigations and discussions.

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Revision and the reauthorization of the Elementary and Secondary Education Act of 1964 could affect real change to current practices. Its current version, the No Child Left Behind Act (2002), extended the testing and accountability measures first enacted into legislation in the prior revision and reauthorization of the ESEA, the Improving America’s Schools Act of 1994. NCLB led has to massive amounts of data being collected and stored in ways unimaginable when it was signed by President George W. Bush. This large scale digital data collection would continue under both the House and Senate’s recent revisions of the ESEA, as would the escalation of digital learning tools. In July, 2015, the House of Representatives of the 114th Congress approved

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Alayna Anderson Dr. Laura Ullrich ECON 215H 1 December 2015 Education Reform: Investment in Empty Promises and False Claims Education reform is a hot topic for politicians. And why shouldn’t it be? Education involves two things that few Americans could vote against: helping children, especially those that are economically disadvantaged, and ensuring a bright and prosperous future for the country. How could someone possibly vote against that?

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Schools servicing low income students are being shortchanged districts disproportionately distribute funds. According to a report from the U.S. Department of Education, “The analysis of new data on 2008-09 school level expenditures show that many high-poverty schools receive less than their fair share of state and local funding, leaving students in high-poverty schools with fewer resources than schools attended by their wealthier peers.” Providing more resources and a better education for students in wealthier areas not only increases the achievement gap, but it increases the social status gap in America. While the nation acknowledges that inequality is an issue, proper action is not being taken. Until this issue is seriously addressed and action is taken, and poorer schools are provided the necessary tools to succeed, the public school system in America will not have the opportunity to produced skilled

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Standard testing is a very controversial and important subject because it deals with the progression of the American education system. The practice of these assessments has been highly scrutinized not only for the way it has changed the format of classrooms, but also for its accuracy, pressure, and abundance. In 2001, standardized testing became federally mandated through the No Child Left Behind Act by former president George Bush Jr. According to research from the Council of the Great City Schools, students have been taking “an average of 113 tests from pre-kindergarten through 12th grade” (K. Hefling). These numbers have increased to the point where parents have opted for their children to not attend standardized exams.

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President George W. Bush’s No Child Left Behind Act was the largest piece of education reform to hit America since 1965. This act, signed into law on January 8, 2002, was meant to ensure there was accountability in education, that states, parents, and students had more options, and therefore, more control over education, that reading would be of the utmost importance, and that students would read at grade level by the third grade (Department of Education, 2003). Like President Bush’s No Child Left Behind Act, President Obama’s Race to the Top Initiative seeks to offer a solution to the problems facing America’s educational system. The Race to the Top initiative offers financial incentives to states that are prepared to increase standards and

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Reality vs. Fiction: How education and creativity in our world is dangerously close to that of “Brave New World” Scritch, scratch, scritch, scratch; the room is filled with the sound of pencils filling in blank bubbles on test sheets. Students silently sit in row upon row of tattered, old desks mindlessly completing the task assigned to them. Their public school depending on those standardized tests to receive little if any funding. Meanwhile, down the road a charter school with an abundance of students and supplies has plenty of funding yet is not riding on the test scores of its enrolled children to have money. Despite all of this, the scores from the charter school being horrid, the funding is from ALEC.

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If injustices occur and the government does nothing to correct it, the administrators are failing the people. Despite the 1954 Brown v. Board of Education Supreme Court decision ruling segregated schools unequal and unconstitutional, the “educational achievement gap between white and minority students remains large, and differences in access to quality public education are astounding (Gooden 2014, p.30).” The mission statement for the U.S. Department of Education is “to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access (DOE n.d.). The department strives to prepare the student for the real world and provide the same opportunities for all children. This is a paramount goal, and the department's shortcomings are palpable.

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Although, the fair test model has reduced in classrooms to accommodate for a greater variety of approaches, it has been noticed that fair testing still dominates (Sears and Sorensen, 2005). Dunne and Peacock (2015) support this, stating that even if fair testing has reduced, it is still important within the science classroom. Cooke and Howard (2014) add that a wide range of enquiry methods should be used, not just fair testing, which is perhaps been over used. It is clear that fair testing should not be ignored as a scientific enquiry method but nevertheless, other forms should still be implemented to help children when working scientifically. Fair-test enquiries may be initiated by the teacher, with structured ways to guide the children.

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Evolving methodologies for curriculum and instruction are essential to improving how we educate. McMillian positions that essential to this is understanding the value of scientific inquiry. He explains, “the principles of scientific inquiry provide the foundation for conducting studies…analyzing educational problems, making decisions, and designing, conducting, reporting, and evaluating” (McMillian, 2016, p. 7) to provide significant benefits for engaging students and affecting achievement. Among the changing methodologies is the consensus that the use of STEM-education concepts are necessary to prepare students for 21st century skill-building. Subsequently, this has led to an instructional methodology that highlights math-centered curriculum, and the instruction of science and technology as independent of core content.

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