SATs are test given to children in year 6 and year 9 to see their progress. These policies were introduced to education market in UK in order to improve equalities so minority groups could integrate into dominant culture. In 2002 labour revealed their plans introduce new schools, new technology and change to ethos of school which could result in better achievement from students. EMA’s was introduced by labour in after 1997 to improve equality between working class group and ethnic minority group. EMA are paid weekly to students that come from low income background.
IDEA’s reauthorization further admission in 1997 for students with disabilities. Also, the No Child Left Behind Act (NCLB), became a law in 2002, instructed that student functioning should be separated into groups, as well as disability and race, and pressed for better student results. Legislation and litigation influence the education of students with disabilities because in the mid 1960s and 1975, state legislatures, the federal courts, and the U.S. Congress implied effective educational rights for children with disabilities. All states were required to modify their state plans and policies to ensure compliance with the law. Legislatures from all states also passed approved laws mandating, fostering, and/or funding special education programs.
Creating a Title I program and forming head-start preschools for children in underprivileged school systems was the goal of the ESEA. Through subsequent reauthorizations the ESEA has continued to assist schools throughout the United States. In 2001, the NCLB was an add- on to the ESEA and its purpose was to enforce the states standards in performance of students and the quality of teachers used to teach those students. Overall, the NCLB act should be a push in the right direction for our state’s schools, but the funding originally budgeted for this program along with the standardized tests being used to gauge the states progress are both poorly designed. Tests have always been a way to measure ones performance, but may not show the entire picture.
Efficient grade books should be organized around the standards (Appendix A). While all assessment data should be recorded, such as diagnostic, formative, and summative assessments, only summative assessments should count toward final grades. Formative assessments and quizzes should only be used for immediate feedback given to students. Teachers should consider eliminating the practice of distributing zeros for uncompleted assignments. Instead, directing the student to redo the assignment is a more productive method of measuring mastery of the content.
It is their responsibility to support Head teachers in producing the School Improvement Plan. This is a one year plan which links the School Self Review process and budget. The School Improvement Plan is formulated, by the Head Teacher and Governors, using information gathered from an analysis of data of school attainment together with feedback from all stakeholders including staff, governors, parents, carers and children. The purpose of the school improvement plan is to review and evaluate the impact of previous developments, identify key areas for school improvement over the coming year and to outline the action to be taken in key areas. The school budget is then matched to the priorities for the School Improvement Plan.
The first pillar deals with stronger accountability for results. The State and local school districts are required to inform parents via report cards about their schools progress in closing any achievement gaps. If no progress is made they are required to provide supplemental services, such as free tutoring or after school assistance. If no progress is made after five years, the school must make dramatic changes in the way it is run. The second pillar is more freedom for states and communities.
NCLB was established so that students were not held back in a grade and were promoted to the next grade. I think this is a political aspect that is failing our students. If a student is not understanding the material or doesn’t pass the tests showing that they understand and can retain the information, I don’t believe that they should be promoted. I believe that it only hurts the students because they get more behind as they advance through the levels. The ethical issues that regard the high stakes testing is that it could be unfair to some students.
Finally, the most negative aspect is that the standardized testing is not a valid measure of learning for educating students because the inhibition of standardized testing for teachers and the learning materials that would make both teachers and students in a hole. The government needs to found a more reliable measure of performance with the appeal of validity, simplicity and cost-effectiveness. Also, those education technology such as home schooling need to be funded or supported by government as well. Therefore, although the standardized testing system was used to play an instructive, beneficial and important role in the educational arena, the deleterious effects of this testing
No Child Left Behind Act by Lynn Brittingham American History United States History from 1865 to Present Stephen Schuchman 8 October 2011 Brittingham 1 The original intent of standardized testing was a psychological test to determine how well a child, or adult learns in different ways. Today tests are designed to assess early and middle education student's abilities. Standardized tests are identical tests administered in similar fashions to two or more students at a given time. School districts across the nation take the results of these test and determine how successful the current curriculum teaches different skills creating a standard measure. The standard measure was put into place to allow schools
Due to this, single-sex schools have been established to combat these issues. Are we doing a disservice to boys and girls by keeping them segregated? Is this ethical? How will boys and girls effectively co-exist once they are no longer in school? The following paper will argue against single-sex schools and display various reasons as to how they are counter-productive to student needs.