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George Ravitch No Child Left Behind Analysis

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In this chapter, Ravitch discusses some of the various education plans (federal) and their failures. She also looks at No Child Left Behind Act established by George W. Bush, which promised a new high standards (education), testing and accountability in which not a single child would be overlooked or left behind. When the program was first announced, there was a great deal of excitement and optimism, as Bush had established a similar program in Texas, which had a great deal of success. The No Child Left Behind Act was very complex and it consisted of many programs, but its central focus was simple: accountability. Both Democrats and Republicans believed that accountability “was the lever that would raise achievement scores.” In previous years, both parties constantly bemoaned the lack of accountability in American public education and claimed that no teacher, principal, or student was ever held accountable for poor test scores. In theory, No Child Left Behind would change that. Ravitch, who was at first an advocate of the program, eventually realized that the aims of the No Child Left Behind act were impossible to …show more content…

This not only in the US ,because in Ghana, I realize the exams given are set in order to pass a certain category of students and make others fail, so that they would for extra classes, buy text books and also pay exams fees to re-sit the test they failed. There are a lot of adult interests in the education system, people look to profit from the future of students, example businesses like Pearson and Princeton which are publishing companies. Also I realized that lot teachers are forced to teach for test only and this also happens in Ghana where teachers are paid in regards to how many students passed in their

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Miss Ravitch begin the chapter 3 by describing how President George H. W. Bush met in January, 1989 to set goals for 2000. The goals that were set was that American students would be first in the world, in respect to subjects such as Maths and Science, at least 80 to 90 percent of students would graduate from high school, all children would have control over subjects that are challenging in nature, all adults would be literate, and every school would be free of alcohol, drugs and violence. In 2000, none of the goals were attained. From the reading I notice that a strong point was made that the greatest obstacle to systemic reform was the number of stakeholders such as textbook publishers and test publishers. The chapter also spoke about literacy, touching on the subjects of how students are taught to read as well as the differences between the strategies used to teach.

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Mike Rose details the faults of the education system in a piece concerning his own personal experiences. His high school education was radically changed when his school swapped his test scores with the scores of a student with the same last name. The system depended upon test scores to determine the path of classes that individual students must take, and due to the weak performance reflected in Mike Rose’s alleged scores, he was placed on the vocational path. Unfortunately, the vocational path was implied to be the lowest tier of classes in the school - so despite Rose’s natural intelligence, he was placed within remedial classes due to the IQ within his file.

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This act emphasized standardized testing a great deal and placed a lot of pressure on schools to get their students passed the proficient level. No Child Left Behind isn’t the only historical context event that affects Ravitch’s text. In the early years after the establishment of No Child Left Behind, many schools had trouble paying for materials. This is only one of the many examples that historical context is found in Ravitch's

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Steven Singer attempts to contradict the narrative presented by many right wing politicians that claim the American school system is failing in his article, “U.S. Public Schools Are Not Failing. They’re Among The Best In The World” (Huffington Post February 13 2017). In this piece Singer works to argue the claims that have been made against the US public school system; he defends the system by listing the various positives in the system, and exercises pathos by shining light on how America guarantees the right of education to all students regardless of social class or race; Singer uses this point throughout the article by justifying the fact that our test scores are not up to par with other countries by reiterating the fact that because we

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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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She claims the “No Child Left Behind” system is to blame for the problems with the American School System and that many of the problems will be solved if it is stopped. She believes this systems’ “simpleminded and singular focus on test scores distorts and degrades the meaning and practice of education.” (Ravitch) All students have different learning styles and needs. Because of this the school system only needs to be modified so it fits the individual needs of students.

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No Child Left Behind was passed by congress and was signed by President George Bush. The federal role was holding schools accountable for the students academic success due to No Child Left Behind law. Standard testing were given to ensuring that states and schools were performing and were achieving at a certain level. If states did not comply with the new requirements of No Child Left Behind then they were at risk of losing federal funding. The No Child Left Behind was ultimately created to change the fact that American education system was considered internationally competitive­­.

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He traces it back to a 1990’s report of America ranking 28th in education, which lead up to the impactful law of No Child Left Behind enforced by former president, George Bush on his third day of office. He describes what the law entails as well as the effect it had on the nation as Oliver highlighted in an article that the act “nearly triples tests from six to 17” a year (5:37). He then leads up to our current president, Barack Obama’s 2007 speech on how he disagreed with Bush, but once he got into office, he did not get rid of tests, but instead created his own educational programs. This was not only to expose the hypocrisy of politics, but to generalize that the problem is the implementation of these

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In addition to that,the Federal law policy of implementing penalties on districts that fall short of 95% students taking standardized tests may prove worse for that particular district as far as education aids are considered. If students are given choice to opt-out,then the wealthier and middle class may opt-out and reduce the funding available for students who are still interested in taking tests. So,the issue must be addressed accordingly leaving everyone happy rather than some part of people happy. So as to conclude,the policy makers or political leaders should consider this issue in a holistic approach and should not give the flexibility for students to opt-out of annual tests as it retains the conventional education standards of the country which in turn may help build a fairly considered society.

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It is well known that education in society today is a crucial component for achieving success in the modern world. Illustrating this importance is the fact that the United Sates has made K-12 schooling mandatory for all students and even provides this education free of charge to everyone via its public school system. However, despite the fact that the intentions for our public education system are good-natured, at least on the surface, some rather critical viewpoints have developed that put into question the true motivations surrounding this type of schooling. Most notably, John Taylor Gatto, a writer and former school teacher with just about 30 years of experience in the New York public school system, provides his take on the true purposes of our educational system. He argues that, based on his considerable experience in the field, this system fails miserably to succeed in its perceived — but not at all correct — goal of producing good people and citizens that are performing at their personal best.

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The state of Texas has been in a constant struggle within itself over just how to evaluate education, and standardized testing in Texas has been a major influencer in terms of the state’s standards for over thirty years. Though these methods of testing have been utilized for decades, resentment to the tests have been continuously rising among educators, parents, and students, but not everyone agrees. Despite government officials trying to quell these protests with changes to administration, and the way the test itself is formatted and formulated, there seems to have been little to no improvement made and those opposing the tests have started calling for an end to all standardized testing. For one to truly understand this ongoing struggle, one must first look at standardized testing’s beginning, then how government today is trying to fix the broken system, and finally consider the opinions of notable figures in the testing world.

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Testing would shine a spotlight on low-performing schools, and choice would create opportunities for poor kids to leave for better schools.” (Ravitch, 495). In some ways, they wanted to end the social difference in education, they wanted to give opportunity to students that does not have it. However, they are different in ways that Ravitch stated to believe that this dream was not going to be possible because the government was more worried about the test scores than the students gaining real knowledge, and Greene was still believing that choice, accountability, etc. were really helping students’

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Instead, what we have is a system in American where kids take more standardized, mainly multiple choice tests than their peers in any other industrialized nation. The NCLB is "flawed, developmentally inappropriate, ill-funded" and has the net effect of leaving "more students, teachers and schools behind than ever before" (Smyth, 2008, p. 133). It is important that every student receives a high quality education because standardized testing is not the best way to ensure that students’ receive a good education by taking away the focus on other subjects, causing extra stress for students and others involved, the No Child Left behind Act needs to be abandoned completely. This paper will analyze some of the NCLB’s key goals and negative impact of this reform idea on student learning, while also analyzing the costs of this law in terms of legal, financial, personal and institutional

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Education Reforms Education reform is legislation to improve the quality of education in the United States. Once, grades were the most important achievement for students. However, politicians and the public were concerned that our standardized test scores were not as good as those of other countries. Therefore, state and national governments started making laws to make school more challenging and to test kids more. One of those laws was “No Child Left Behind”.

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