In addition to what Lang Wood believes, Stephens claims, students who are taking the test suffer from stress in result of worrying about passing it. Stephens points out “negative results more often than not yield low-self-esteem, higher incidents of seclusion and lower academic progress. Children who pass the test are just happy to be done with it and really do not gain sense of achievement” (par.4). It is clear that the pressure and anxiety
Payne states that impoverished students face inequality at school, insinuating that the school should be responsible for helping to provide for these students so that they can have a better education. Gorski sees that responsibility lies most likely with us, who can aid teachers in offering a hand, as they are underpaid and are not able to do much on their own. The two authors have clashing ideas as to why students are in poverty: Payne believes that the impoverished students are lazy and have their own set of
Moore heard a talk show person talk about how people do not even know basic literature and when Moore calls up the talk show person the person did not even know what the books were. This shows how people talk about how bad teachers are but the teachers are not the problem. He talks about how humans live in a democracy when they live in America, but students learn in a totalitarian government when they are in schools. This shows how schools cannot do anything to protect themselves due to the pressure that the government is putting on them. Moore also describes a situation where a school that is sponsoring Coco-Cola has a picture and the kids can only wear Coca-Cola apparel and one kid wears another T-Shit to school.
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. Based on my experience, the current implication of NCLB is similar to teaching in a Korean classroom; teachers are teaching the test and the only thing that matters are the test results. Teaching to the test is the number one criticism by teachers and administrators. There is so much pressure on schools to achieve acceptable performance levels that test-taking has become a subject in itself. Everything academic revolves around the year-end state testing to the point that other subjects are usually neglected.
The NEA has great influences on Congress, state senators, and the Supreme Court, along with representatives lobbying for court verdicts on state and federal programs. With the NEA’s help, we have developed an expensive, broad educational structure, however we still have thousands of students graduating who cannot spell, read well, write an essay, demonstrate basic math skills, demonstrate basic knowledge of American history, and so on. For an organization, that “accomplishes” so much, there are way too many children graduating from school who do not have the basic educational needs to obtain a job. The NEA stresses the importance of getting support and federal aid to improve the schools and education, but there is no improvement. Our education system has developed a curriculum that teaches no moral values, biblical lessons, or enough basic educational necessities for that matter.
The people that would hate a rule change like this one would be teachers and students because many of these politicians don’t see what really is going on is public schools. The second plan that I felt would not be good for lowering the national debt is from the
These schools’ bad records are due to their bad teachers. Tenure is a leading cause of why the education system is filled with low quality teachers, says Guggenheim. Tenure is a thing that is allowed to teachers that makes it so teachers are 100% job security for life (Guggenheim). To increase the quality of
Lower-income children are not always given the same opportunity to receive a high quality education. When impoverished children are subjected to an education where there is a 35 to 1 student-teacher ratio and limited amount of class materials and resources such as books, they are sent a message that no one values them or their education, causing many students to lose their passion for education. The impoverished are also viewed as individuals who cannot handle their finances and save for a rainy day. Many like to believe that the impoverished do not know the value of a dollar, and only splurge on frivolous things. The reality is that lower-income families barley makes enough to cover their bills.
In example, if a student gets by in his English class not caring and not trying to learn, but his teacher likes the student so he passed him, when that student goes to college he will have trouble because he doesn’t know how to write a correct essay because he was given the grade. “Ten of thousands of 18 years-old will graduate this year and will be handed meaningless diplomas (Sherry 510). This shows most students have high school diplomas but
The neighborhoods where blacks and Hispanics live are made up of families where both parents usually work at lower wages to make ends meet. The children who live in these neighborhoods do not have the same advantages as those students who live in the more expensive suburbs. They are forced to attend the neighborhood public schools. Their parents would never be able to afford private schools or live in the suburbs. In Jonathan Kozol’s essay, Still Separate, Still Unequal, he writes “One of the most disheartening experiences for those who grew up in the years when Martin Luther King Jr. and Thurgood Marshall were alive is to visit public schools today that bear their names or names of other honored leaders of the integration struggles that produced the temporary progress that took place in the three decades after Brown v the Board of Education and to find out how many of these schools are bastions of contemporary segregation” (Kozol 240).