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Nlb Annotated Bibliography

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“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, …show more content…

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 …show more content…

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

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The School Library Versus The Book Banning Trend Of The 1980s

682 Words | 3 Pages

“The School Library versus the School Board: An Exploration of the Book Banning Trend of the 1980s,” written by Amy Pelman and Beverly Lynch recounts various cases involving public schools desires to ban specific novels. Several lawsuits, varying from Island Trees Union Free School District No. 26 v. Pico to Minarcini v. Strongsville City School District are presented in this article. All of the cases address school board discretion, student First Amendment rights, the right to receive information and ideas, and the selection likewise removal of books in school libraries. Overall, the act of obscuring novels from schools or developing societies is simply unconstitutional. Furthermore, The United States Supreme Court ruled against the Island

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Pros And Cons Of The Nclb Act

145 Words | 1 Pages

There has been plenty of controversy surrounding No Child Left Behind. Teachers, schools, educational organizations and even entire states have come forth and declared No Child Left Behind to be "flawed" and "ineffective" for various reasons. As reform of the law moves forward, debates about how to make NCLB more effective continue across the aisle and even among different schools and districts. In my opinion the failures of the “No Child Left Behind” (NCLB) Act was almost the same as the advancement. Each one of the advancements had a flaw attached to it.

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Pros And Cons Of Critical Race Theory

994 Words | 4 Pages

He found, “Educators fearing a broad interpretation of these bans do not feel comfortable teaching critical aspects of the U.S. History, including slavery, the Civil War, World War II, and the Holocaust,” (Gutzmann). Aside from teachers, librarians within school districts are affected by the critical race theory. Librarians are struggling to uphold books on shelves for students. Recently, the Supreme Court stated school boards cannot restrict library books because members disagree with the content that is being portrayed. The board argued back that the books were “anti-America and anti-Christian”.

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John Stossel's Censored In America

823 Words | 4 Pages

Teachers of public education are restricted to certain books they must cover or are not allowed to use. Most of these books are satirical and received bad reviews when first published, mainly to sway people from reading them, but are considered some of America’s greatest literary works now. The Grapes of Wrath, for example, was banned in 1939 because of profanity and references to sexual behavior. The Grapes of Wrath, however, tells the tale of the Dust Bowl and how poorly the government treated its citizens. Exhibit B is The Adventures of Huckleberry Finn, banned in 1884 for being “racially insensitive” and “oppressive”.

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No Child Left Behind: A Failing Attempt At Reform Analysis

779 Words | 4 Pages

“No Child Left Behind: A Failing Attempt at Reform,” written by Sarah E Holmes in 2010, examines the intended goals of the No Child Left Behind Act (NCLB) versus the actual results the act has produced. The NCLB was implemented in 2001 under the George W. Bush administration. The goal of the act was to reach “100% proficiency of all groups of students in America by the year 2014.” Although ESEA and IASA were already developed the No Child Left Behind Act was intended to be a mash of the two and solve all the problems and weakness that both acts displayed. The NCLB act “ laid out consequences for schools that could not

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NCLB, Worse Think To Happen To The American Education System

1174 Words | 5 Pages

If you want better scores you are going to need better teachers. NCLB calls for higher qualified teachers, but never really changed the qualifications just saying they should be trained in a specific subject matter (Schul, 2011). Yet they are also allowing people who have not gone to school for teaching to become licensed teachers. It seems like such a backwards way of thinking, but it seems like you do not need to be that highly qualified to have to teach to NCLB qualifications, all you need to is get good scores on your standardized tests and you will satisfy all the needs, and you will not be fired or at risk of losing your job because if your students are passing then your administration will love

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Nclb Annotated Bibliography

1325 Words | 6 Pages

According to the U.S. Department Education, NCLB give states and school districts “unprecedented flexibility” in how they chose to utilize federal education funds (Four Pillars of NCLB, 2004). The article Teachers’ Views on No Child Left Behind: Support for the Principles, Concerns about the Practices states, “…states can develop their own academic content standards, choose the tests they will administer, and specify the minimum scores students must obtain to be declared “proficient” (2010). The National Assessment of Educational Progress has stated to be considered “proficient”, “Students reaching this level have demonstrated competency over challenging subject matter, including subject-matter knowledge, application of such knowledge to real-world situations, and analytical skills appropriate to the subject matter”

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Child Left Behind Thesis

1499 Words | 6 Pages

Now that the program has been in action for over a decade, the original ambitious goals and hopes set forth should have been met. Unfortunately, very little improvement has been made since its conception. In fact, Scott Abernathy (2007) states in his book that “No Child Left Behind aims to provide equality of outcomes. This is a very radical and ambitious goal.” (p. 2)

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American Education Reform Essay

489 Words | 2 Pages

The NCLB goal is to “close the ‘achievement gap’ between students who perform well in schools and those who perform poorly” (Ryan & Cooper, 2013, p, 378). The NCLB will pressure school districts with poor performances to achieve a higher level of learning to keep every student on the same path. This very important to help to improve our education. Teachers will be required to teach effectively to prepare students for standardized testing. The State Educational Reform is also important to help improve our American education.

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No Child Left Behind Act (Nclba)

792 Words | 4 Pages

The "No Child Left Behind Act" (P. L. 107-110) is a federal act which establishes a regime of statewide achievement tests in reading or language arts, math, and science that states must follow in order to receive a grant under Title I, Part A of the act (USDOE). This Title I grant is the largest federal grant to states and local school districts for the education of disadvantaged children. States receive millions of dollars in annual funding for their schools which are tied to the requirements found within the "No Child Left Behind Act" (NCLBA). The tests the act requires compose the key components of the NCLBA standards and accountability framework. Test results provide the basis for measuring state, school district, and school progress

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What Could Be Some Positive Things That A Law Such As NCLB Provide For Education?

533 Words | 3 Pages

This was in 2002-203, the program evaluate the children development through regulated testing, but the same problems that follow NCLB affect the students in all levels. It seems that the main idea of some schools administrators and teachers are the results of the tests, this test stared when I was in 4th. Grade in grammar school in 1975, back then they only used to measure the results, and it was until 2006 that the program ENLACE started to regulate with standardize testing. From my point of view the only thing good about the standardize testing is the competency, in the other hand the harmfulness of this type of programs is that leaves out the humanities subjects affecting the knowledge, consciousness, ethics, and the basic structure of the humanities areas that enable the individual to grow in its character, and not just technologically, business, or any other

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No Child Left Behind Act Essay

463 Words | 2 Pages

The No Child Left Behind Act has had limited success improving the way children have been learning and needs to be revised to have positive effects on children in the future. Statistics have shown that African American children and Hispanic children, from 1999 to 2012, had a more positive outcome from the No Child Left Behind Act than

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Standardized Testing Informative Essay

915 Words | 4 Pages

With the initiation of the “No Child Left Behind Act” in 2001, the United States Government mandated standardized tests in all fifty states (ProCon). With these tests, the United States fell from 18th to 31st place world ranking in mathematics and had very little change in the ranking of reading scores(The Great Testing Debate). As though the government may believe that standardized exams are beneficial in assessing the educational achievements among students and schools, it fails to recognize the disadvantages the standardized testing system harvests in modern day society. Since the prime of its existence in the 1800s, standardized testing has reduced the richness in educational experimentation within schools and among students (Columbia University).

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Against Standardized Testing Essay

1316 Words | 6 Pages

“One of the major drawbacks of this legislation is that NCLB penalizes districts that have many minority or disadvantaged students.” (Longo, n.d., p.54.)Does this erase the self-loathing, marked disappointment, or the need for reassurance of self that students at underachieving schools demonstrate? The answer is no, and all of these feelings are rooted in a test score. Each school year our children’s progress is determined by how well they perform on these test.

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The Pros And Cons Of School Testing

629 Words | 3 Pages

Chad Aldeman holds a bachelor's degree from the University of Iowa and a Master's of Public Policy from the College of William and Mary. He also assisted on research project analyzing, drafting, and implementation of the federal No Child Left behind Act. A state testing was approved for 3,6, and 8th graders take and pass a state test as known as the EOG. On February 6, 2015, Mr. Aldeman wrote in an article discussing the cons on school testing’s. This test measured what and how well students are learning, but in the article Mr. Aldeman did Not give enough information regarding the effects of the grading.

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