“No Child Left Behind”
Johnson, C. (n.d.). LOG IN- ACCESS TTU LIBRARY RESOURCES. Retrieved from http://go.galegroup.com.ezproxy.tntech.edu/ps/i.do?p=AONE&u=tel_a_ttul&id=GALE%7CA157773256&&v=2.1&it=r&userGroup=tel_a_ttul#
This article gives an overview of the NCLB Act and how it affects certain
areas of education. The author discusses the effects student evaluation, the
middle school grades, and highly qualified teachers. With NCLB, mandatory
assessments in content areas were introduced to all American schools. The
purpose of state assessments, which are required under NCLB, is to deliver a
deeper insight into each child's progress, as well as each school. According to
NCLB, information is vital for states, districts, schools,
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If the middle school operates more like a high
school, the teachers must meet the standards required of high school teachers.
“Literacy, Literature, and Censorship: The High Cost of No Child Left Behind”
Lehr, S. (n.d.). LOG IN- ACCESS TTU LIBRARY RESOURCES. Retrieved from http://go.galegroup.com.ezproxy.tntech.edu/ps/i.do?p=AONE&u=tel_a_ttul&id=GALE%7CA241102426&&v=2.1&it=r&userGroup=tel_a_ttul
“I believe that one of the ultimate results of the No Child Left Behind Act is
control of the literacy curriculum at a national level.” This author, Susan Lehr,
explains that children’s literature is being censored, specifically literature
pertaining to different cultures and backgrounds. In one instance, she provides
the example of librarians in a certain school district who did not purchase the
picture book by Alice McGill about African American mathematician and
astronomer Benjamin, because Banneker is not in the state standards of learning
curriculum guides.
Teachers have several ways to combat the disastrous effects of NCLB
legislation and state textbook adoption policies that ignore or diminish the roles,
influences, and existence of parallel cultures. Teachers say they no longer
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He gives the example of students in California: once they become
language proficient, they are designated as Fluent English Proficient and
removed from the ELL subgroup.
I have mixed feelings about No Child Left Behind. I think it is a good thing
because all students, regardless of their race, disability or socioeconomic status
should be expected to meet common standards that challenge them. The
standards help them acquire content and skills that are more than just minimum
requirements. However, I think the standards and tests to not necessarily
evaluate higher-order thinking. The tests seem to ask “right there” questions. I
also think that there is the likelihood of watering down information to help the
struggling students but if you set the standards too high, it will cause frequent
failure for the struggling learners.
I can only imagine how difficult is it to include every content area when
lesson planning because teachers know what is going to be on the standardized
test. They know that math and reading scores are the scores that are going