NCLB set forth a certain criteria to be met, but allowed the states to determine how they would accomplish it. Therefore, each state handles assessment and accountability differently. This makes it hard to show success or failure of the programs. Supporters and critics alike can cite research that supports their opinion. My opinion of NCLB is it is flawed, developmentally inappropriate, ill funded, ←and→ leaving more students, teachers, ←and→ schools behind than ever before because The tests have turned into the objective of classroom instruction rather than the measure of teaching ←and→ learning.
These tests are created to only measure a small portion of knowledge students have acquired in their lifetime. The technology of testing cannot accurately measure numerous important attributes such as creativity, critical thinking, persistence, leadership, and resourcefulness. This is creating superficial thinkers, teaching students to see the quick and obvious answer; the tests don’t measure the ability to think deeply or creatively. Students are being taught to memorize instead of further strengthening their skills to solve real-world problems. These scores are highly unreliable because they can vary from day-to-day, based on the testing conditions or students mental/physical state.
“ (Moore 141). While Moore focuses more on the advertising established into school and companies promoting themselves using schools, Gatto speaks more one the effect that this way of schooling creates the adults in the world. Also he explains how marketing on the school systems is keeping the adults nowadays very “childish” or young in the mind. (Gatto 149) According to Gatto if you strip children of all of their independence, and only develop their trivial emotions, they would never truly grow up. (Gatto 154).
Gatto compares school to a factory or prison which, generally speaking, are not fun places to be. This style of diction, with Gatto consistently projecting new words of the same connotation suggests his point of view on rejection of this prison-like system. The author appeals to anyone who has or has not questioned the usefulness of education. He appeals to our common sense by asking a simple question: why do we need this? Almost every student has thought the same thing at some point, but lacks the confidence needed to express these feelings to the public.
The fact that American born students lack the ability to exercise self-discipline has been tested and proven, but what if that really isn’t the problem? If the teachers don’t buckle down on their students and make sure they learn the information, aren’t they also to blame? Teachers and school administration have various and multiple ways to enforce self-motivation and self-discipline, as long as they have help from the parents too, right? Maybe those are a few ideas to think about before putting the whole blame on the students. In the second paragraph of the March 2006 article by Patrick Welsh, he stated that, “Kids who had emigrated from foreign countries often aced every test, while many of their U.S.-born classmates from upper-class homes with highly educated parents had a string of C’s and D’s.” Social status does have a little to do with what grade a student receives, yes, but if s/he wants to excel in school s/he will set their mind to it, regardless of what sort of background they come from.
For instance, how will a standardized test determine the creativity of the child? How will a certain score prove that the child is good at one subject and bad in another? Just on the basis of a score, is it logical to assume that a student is not capable of shining in a certain course? Often, a fixed syllabus is circulated in schools and colleges and the teachers stick to a monotonous method of just completing the syllabus and teaching only the required topics. This can definitely hinder an in-depth learning of the subject by the students.Standardized testing are a type of exam that assess the student's capability on the basis of multiple choice questions.
Over the decades there has been an ongoing debate to change the United States education system in guiding students on a superior future. With the establishment of the No Child Left Behind Act, the importance to score higher on the standardized test has resulted in making budget cut to have more academic courses. When the current U.S. administration made budget cut decisions, the first thing to go is the art, music, and theater classes. The school administration does not realize that the arts are the aspect in people's lives and improves students mentality. A student that is involved in the arts are at low at risk to develop a mental disorder or helps release their frustration in a positive creative way.
As he says, “it is a high time to face the persecutors who haunt the bright kid with thick glasses from kindergarten to the grave.” The bullying, the teasing, and the harassing for their abilities and their “disgusting taste” must be stopped, as stated in his writing. Using a firm tone toward the issue you can tell he has experienced this, and that connects him deeper with the audience though pathos. Leonid Fridman shows a very negative attitude towards the focus of “Nerds and Geeks.”He supports disagreement through pathos, satire, and a impressive word choice, He over take the mind of the reader with these rhetorical strategies. Through elementary school, middle school, and in high school, everyone needs their nerds and
In the end, she warns that the outcome will produce students who are not able to comprehend complex knowledge and schools that limit history, science, the arts, civics, and many other components of the curriculum that provide college preparatory instruction. Ravitch notes that the United States, compared to other nations, is not following a model that will produce effective change. She explained, “High-performing nations make sure that students have access to a rich and balanced curriculum, not just a steady diet of test preparation and testing” (p.
Students around the country are entirely different, along with the education systems in which they obtain their knowledge from. One test, combined in the mixing bowl, with the other negative ingredients, results in disadvantage for students with insufficient educators and lack of resources. Along with just one test, the skills measured are unevenly distributed, therefore ranking the lacking students at the bottom, leaving them out of monetary rewards and even college educations. The test makers for the ACT wanted to measure skills and intellectual levels, leaving out almost every factor that plays a part in education, which is just not possible. The steps that lead to knowledge are the ones that make the biggest impacts, which are the most different throughout the country, yet the tests are graded the exact same.