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.
It appears that testing is a waste of time, but in reality, it prepares students for future success. Another question that occurs is: What are students gaining from these different tests each year? Many people debate whether the No Child Left Behind Act (NCLB) is considered to be pointless. Maybe these tests are teaching students accountability and responsibility, two vital tools for success in life. Within in the article, “No Child Left Behind: Test-Obsessed Education Won’t Move Us Ahead” the author, David Marshak, slashes the No Child Left Behind Act.
There are many ways to measure a child’s progress in school, but the one size fits all methods of standardized testing does not work effectively. Some schools have chosen to use a customized assessment solution such as the Northwest Evaluation Association, or NWEA. The NWEA, a national nonprofit organization, “uses researched-based educational growth measures, professional training, and consulting services, to improve teaching and learning and works closely with school districts to work toward a uniform strategy that serves individual student needs” (Gamble-Risley). Availability of an
Persuasive essay Don’t Teach the Test Students all around the world are subjected into giving ‘standardized tests’ to evaluate their place in this world. Standardized tests have come to a point where they run the lives of students and teachers alike. The point here is to convey the misuse of today’s standardized testing and its impact on young minds. Standardized testing has come to be known as a “core issue in education” (Silverstein 1). Students are shown to have increased stress levels due to testing, for them it has become the ill fate of ‘all or nothing’.
The ethical issues that regard the high stakes testing is that it could be unfair to some students. Students with disabilities, students who speak English as a second language, students who have testing anxiety, etc. could all do badly on the tests. If they cannot pass the tests, they wont be able to graduate. The testing should be equal for all students and their varying
Although there are good resources in place to nurture and challenge students in our schools, the methods of assessment for placement are out-dated. The Nagleri and the Iowa Test of Basic Skills are used, along with EOG scores for grade 3 and above and prerequisite course grades for high school. There is little staff development in gifted education, but each of our AIG teachers are fully certified. In both the K-2 nurturing program and the grades 3-8 content replacement, students use critical thinking skills and real life applications of these
Also, explaining that companies turned around and sell teaching materials designed to raising scores on their OWN test. The author also describes how the test disregards the students’ creativity, imagination, conceptual thinking, curiosity, effort, irony, and other valuable dispositions and attributes. The author suggests that test is not designed to meet the needs of the students; rather yet, the students must all rise to meet the same standards. As a reader, one can conclude that not all students learn the same materials, through the same techniques. Furthermore, the
In chapter three, the Quality of Teachers according to Horace Mann “the education and the quality of the state’s teachers was the inadequate preparation most teachers had received” (S&S pg. 73). Considering many of the teachers had not received higher education or proper training because the universities offered pedagogy whereas not all offered a full teaching program. However, in modern American, not only is there a sufficient source of educational programs that provide future teachers with diversified pedagogy, the programs also offer a practicum component were teachers can conduct classroom
How do they do it? Most of the time they don't really understand the material in the class, but somehow manage to pass with good grades. There are many downsides to what Bruno describes as being “cheated in the long run." He mentioned that although the students have remembered all the facts they don't really achieve any additional intelligence. He brought up a good point that a lot of people wouldn't have thought of in terms of a student’s education.
Whether or not inclusion programs are truly beneficial to students with disabilities is an argument that is an on-going one. As recently as 1997, after lengthy litigation a case concerning inclusion was heard in the U.S. Court of Appeals for the Fourth Circuit handed down a ruling based on the least restrictive environment. In this case, the parents of a student with autism and significant behavior challenges disagreed with the school board’s decision to remove the student from a full-inclusion program due to aggressive behavior. The judge’s decision regarding the Hartmann v. Loudoun County Board of Education case upheld the position that although IDEA favors full inclusion, for some students a more restrictive or segregated setting may be appropriate. Problems with Inclusion Much progress has been made in the effort to improve the quality of experiences that students with disabilities are offered in our schools.