No child left behind
No Child Left Behind
I have proceeded to research on a social issue that has been an ongoing problem for the last few decades, equal access and quality of education for the American people. Through the process, I have learned many things that I did not realize going through school that affected many of my friends. Language barriers, ethnic backgrounds, religious views, and disabilities were problems that I had no clue about and did not allow students equal education.
Minorities' attitudes toward the No Child Left Behind act. Studies propose that members of racial and ethnic minorities, in particular African Americans and Latinos, are especially encouraging the reforms of education such as school vouchers to be passed because it allows the children to have a greater access and quality of education than previous decades .
By using the Pew Hispanic Center/ Henry K. Kaiser Family Foundation 2003 National Survey of Latinos on Education, the researchers were able to examine both the minority support and minority opposition hypotheses very precisely. They commonly found Latinos to be supportive over more aspects of No Child Left Behind than other groups. With a wide range of explanations for such support, they find that religion, particularly Catholicism, is the best explanation for Latino support.
Interestingly, they also show that Republicans are unsurprisingly more inclined to support the provisions of NCLB, while Democrats are not similarly opposed to them. Lastly, the general awareness of recent developments in education policy is not very high. However, it is an important indicator of opinion. This suggests to us that future opinion on this legislation and education reform in general is still up for grabs, and that parties and interest groups have a relatively open forum to shape this debate as they wish (Stokes-Brown).
As the U.S. economy has evolved over the past few decades, education has become a more important requirement for economic success, and our failure to provide an adequate education to many young people will limit their opportunities throughout their lives. The “No Child Left Behind Act” states the key component of Bush's plan to ensure that all students receive an adequate education is assessment.(Susan Sclafani)
Bush's education policy consisted of four principles: accountability, put control where it belongs, parental choice and to research what works. Bush said there are too many children across the nation that are not educated to their potential and fall behind their peers in educational achievement. We have let this issue worsen, because we have constantly assumed there were some children who could not learn well. We offered remedial programs, but the bottom line is that we never expected these children to reach the same standard as the rest of the children. They cannot simply command from Washington on how every school ought to operate, what standards it ought to use, what structures it ought to put into place. I am disappointed that the legislation that Congress passed did not go as far as the administration hoped it would. They recommended that any child in a low-performing school be allowed to transfer to a better-performing school, whether it is private or public. Perhaps it's because we've been too busy fighting the "reading wars" between the advocates of phonics and the advocates of whole language. The result of this obsessive struggle is that we sometimes find kids who have developed wonderful decoding skills through phonics but who aren't reading because they are not given anything interesting to read. At the other extreme are some kids who are surrounded by good literature that they cannot decode. Of course, in order to figure out what works in the classroom, we need to assess student performance. Assessment is critical to making schools accountable and to identifying practices that make schools and teachers successful. Unfortunately, we are not doing enough to assess student progress.
This act is leaving some children behind. The unintended consequences of no child leftbehind. By addressing only students' cognitive development, their ability to read, compute, and understand scientific principles. NCLB ignores education's other purposes and may fail to fully prepare students for life after high school graduation. Granted, the stated purpose of the law is not to prepare students for careers, but an assumed goal of education in general is to do just that. Further, if the goal of the No Child Left Behind act is to combat unequal educational achievement between various groups of students, to decrease stratification between groups of children, two of its component parts may run contrary to that goal. While the evidence is not conclusive, studies have indicated that both high-stakes testing and school choice do as much to increase stratification, both along academic and socioeconomic lines, as they do to combat those issues.
No Child Left Behind will soon be reevaluated and presumably renewed. Federal legislators would be wise to more fully examine the purpose for and goals of education in America prior to reauthorizing the law. Changes can be made to ensure students' needs are more fully met and issues like stratification are addressed in a new version of the law.