Running head: Contemporary Issues in Education: High School Exit
Contemporary Issues in Education: High School Exit Exams University of Phoenix
Contemporary Issues in Education: High School Exit Introduction Educators have long held that a good education provides the best foundation for
prosperity and success. An education allows employee to compete in a growling global economy. One solution to determining the effectiveness of our education system, according to the government involved high school exit testing. Congress passed the No Child Left Behind (NCLB) Act in 2001, which revamped the Elementary and Secondary Education Act (ESEA) of 1965. The legislation vowed to eliminate the achievement gap between underprivileged students, minorities and their peers. The primary objective of NCLB originally centered on elementary schools, the federal government mandated that schools put in place a plan to ensure proficiency in reading and math by the end of 2014. For schools not meeting the desired objectives, school officials were required to offer students a transfer to another school of their choice in the district. Schools that did not meet desired goals for five consecutive years would risk being subject to a total restructuring of the school; the upheaval could result in replacing most or all of the staff or relinquishing the operation of the school to the state or private organization (NCLB, 2001). Foote’s (2007) research suggests that if students passed states tests that their school succeeded in adequately educating their students. The standards and accountability movement changed schools in the United States. The premise behind the movement suggests states first determine the desired standards and content; once the standards are determine, teachers teach to these standards. Students are successful when instructors teach exactly what the test measures. Even before NCLB there were similar systems that required public school testing in Math and...