Comparing The Charter School Expansion Act And No Child Left Behind

In discussing educational businesses and the role the federal, state, and local governments perform in school funding. The purpose of the public school system is to educate children. Its product is well read citizens who are equipped to take their place in society. When corporations try to make a profit off the functioning of schools and/or educate children to meet the needs of a corporate agenda, then the school no longer works for the public. The Charter School Expansion Act and No Child Left Behind allows for corporations to receive government funding. This forms a dependent relationship between schools, for profit organizations, and state and federal governments. According to Spring (2011), “The very existence of these services and schools

I found this important because it almost as if standardized testing has become about business and politics, not education. For example, When Congress increased this year’s budget for the Department of Education by $11 billion, it set aside $400 million to help states develop and administer the tests that the No Child Left Behind Act Mandated for children in grades 3 through 8. Among the likely benefactors of the extra funder were the four companies that dominate the testing market—three publishers and one scoring firm

What surprises me the most is that the funding is available for students to be successful, but it is not being used appropriately. Inner city inequality yields a great deal of issues in all phases of life. This is an issued that continues to manifest itself in education. There are those that realize this issue, but nothing is being done to correct it. Statistics show that affluent districts offer better opportunities for their students. 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