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