Social and Cultural Foundations of American Education/Educational Change/NCLB

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Introduction

Imagine you are the parent of a child with Rhett’s syndrome and can only communicate though a light attached to your head. This is not a circumstance that we like to image for ourselves, loved one, or really anyone for that matter, however it is a realistic challenge to for some of today’s teachers and students when it comes to teaching a child with a severe disability in a regular classroom while adhering to the regulations set forth by the No Child Left Behind (NCLB). On January 8, 2002 legislation went into place to propose a “solution” which would require schools and school districts to be held to and increase standards of accountability for states, and provide parents for flexibility, aside from proximity or territory when choosing a school for their children (Wikipedia). This Act of Congress was designed to ensure that through setting goals and having high expectations will each and every student will exceed, that all teachers will be “highly qualified” meaning certified, have appropriate teacher licensure and have expertise in all subject matters. The intent of NCLB was also to measure each student’s annual process in reading in math in grades 3-8 and once during high school, and to require annual assessment to be performed by the teachers to evaluate student’s progress and science testing will also begin in the 2007-2008 school year for particular grade.(Wikipedia). NCLB is up for reauthorization in 2007, but has initially implemented with the purpose of all schools performing at 100 percent by the 2013-2014 school year (the Beehive). Criticism of the Act While the intent of NCLB may been good, there are several critics out there of the act. The NCLB Act has been criticized for putting so much emphasis on reading and math at the expense of other important subject. Critics have also argued that there is a serious problem with focusing on standardized tests as many believe that all students in a state take the same test under the same conditions; whereas with the assessments required by NCLB promotes a narrower skill set and a method considered to be “teaching to the test” methods. Lawfully there is a direct separation between church and state since President Bush “faith based organizations” to be tutors while receiving state funds. The NCLB website states: “No Child Left Behind provides opportunities for faith based organizations to assist in educating children” (Wikipedia). A particular section of the NCLB (9528) requires public secondary schools to acquire and provide military recruiter’s with a student’s personal information if requested by the military and the school is not required to tell parents and or students when having done so (Wikipedia). Is our military really stretched so thin that we must result to this? I know that as a future teacher myself, I am not comfortable in doing such. Another con surrounding NCLB is that some students may not learn as well and may not perform as well on standardized tests as other students (Wikipedia). Critics also claim that it is impossible that 100percent of schools will be 100% proficient in reading and math by 2014. “The 100 percent goal was simply a target, an admittedly unreachable goal designed to motivate schools to stretch themselves to do better, such as scientists trying to cure cancer or gardeners hoping to grow the perfect tomato.” (Mattews).

Praise of the Act

Claims have been made for improved test scores and studies from July 2005 show that: “More progress was made by nine-year-olds in reading in the last five years that in the previous 28 years combined. America’s nine-year-old posted the best scores in reading since 1971 and math sine 1973 in the history of the report. America’s 13-year-olds earned the highest math scores the test ever recorded. Reading and math scores for African American and Hispanic nine-year-old reached an all-time high. Achievement gaps in reading and math between white and African nine-year-olds and between Hispanic nine-year-olds are at an all-time low. Forty-three states and the District of Columbia either improved academically or held steady in all categories (fourth-and eighth-grade reading and fourth and eighth-grade math).” (Wikipedia). There is also attention to minorities to seek to narrow racial gaps by creating common expectations. The quality of education is also being held accountable through the requirement of school improvement, the support of literacy, and an emphasis on “core academic subjects” (Wikipedia). There are claims that NCLB provides “Opportunities and Obstacles” to students with learning disabilities. “NCLB seeks to improve educational outcomes to disadvantaged students and close the achievement gap between various subgroups of students, including those with disabilities, by imposing new requirements for standards, assessments, accountability, and parental involvement.” NCLB requires all schools to test all students, including students with Individualized Educational Programs (IEPs) and 504 plans. According to the requirements of the law, a state’s assessment system must be valid and accessible for use by the widest possible range of students.” (schwablearning.org). Visions of Change Many of today’s teachers fear that in less than eight years the government is going to come in and take over their jobs. Is that really feasible? Maybe. There is no doubt NCLB has caused some “uproar” in education. Many teachers feel they are unable to really “teach” because they are under so much pressure to perform in reading math and possibly science to steer away from those core subjects. “Imagine day when elected leaders and big and small businesses would be competing with each other to see who could do the most good.” (Bassill). To many “No Child Left Behind is a Republican Part Plot to undermine Public Schools. Some supporters of the law have little affection for the way public schools are run at the moment and would be happy if parents could spend taz dollars-in the form of vouchers-to send their children to private schools.” (Matthews). Sidebar The Football Analogy to NCLB: “All teams (students) must make the state playoffs and all MUST win the championship. If a team does not win the championship, they will be on probation until they are the champions, and the coaches (teachers) will be held accountable. If after two years they have not won the championship their footballs and equipments (state and federal funds) will be taken away UNTIL they do win the championship. All students will be expected to have the same football skills at the same time even if they do not have the same conditions or opportunities to practice on their own. NO exceptions will be made for lack of interest in football, a desire to perform athletically, or generic abilities or disabilities of themselves of their parents. ALL STUDENTS WILL PLAY FOOTBALL (test) AT A PROFIECIENT LEVEL! Talented players will be asked to work out on their own, without instruction. This is because the coached will be using all their instructional time with the athletes who are not interested in football and have limited capability or whose parents do not like football. Games will be played year round, but statistics will only be kept in the 4th, 8th, and 11th games. It will create a New Age of Sports where every school is expected to have the same level of talent and all teams will reach the same minimal goals. If a child gets ahead, then no child gets left behind. If parents do not like the new law, they are encouraged to support private schools that can screen out the non-athletes and prevent their children from having to go to school with bad football players.” (Abara). Conclusion Is it really fair to hold all students to the same standards of learning? What a sad state we are in when parents who through No Child Left Behind have been given more diversity and opportunity in choosing what public school to send their child to and would still choose private school. There has to be some balance and flexibility when it comes to public education. Does NCLB really benefit students with disabilities? Many teachers feel as though they are hitting a dead in road when it comes to making sure students with severe disabilities are able make sure their students have complete comprehension of the standards. Just like a child with Rhett’s, who can only communicate through a light attached to their head are going to have to find some way to let the teacher know that she has mastered certain standards. NCLB has definitely formed all kinds of change in American classrooms, but is it for the best, or is it fair?

Essay Question:

Why do you believe NCLB was passed by Congress and implemented? What do you think will happen in 2014 regarding NCLB? I believe the bill was initially brought up to improve the quality of public schools and students and for Americana and for the future of America. In recent years, the United States has been widely criticized for having low quality schools and for American students of public schools being so far behind students from other developed countries. There is no doubt some improvements needed and still need to be made in our public schools therefore it is understandable to see why legislation would be in the favor of NCLB. What I can’t understand is how some of the underlining involvements with NCLB were passed. The direct violation of separation of church and state is interesting considering one of our Fore Fathers and educational advocate; Thomas Jefferson wanted our county to be set up with under separation of church and state and having faith based groups come in, and be paid by government money is a violation. Things will definitely be interesting in 2014 when we discover is all schools are 100% proficient in reading and math. This is a great goal to shoot for but is it realistic? Many say “no way”. What is going to happen if they are not? Will funding really be pulled away from the schools that are not at 100 percent? If so, how is that really a sensible thing to do? Is the government using scare tactics with schools just to say in the end: “okay everything thanks for your best effort…” It is really scary to see all the control the government has, yet how else can we improve the quality of education? I would like to think that the highly educated and highly qualified teachers and administrators could take part in planning appropriate curriculum for students.

Multiple Choice questions:

1. How many school years to schools have to become 100% proficient at reading and math? a.12 ½ b.7 c.3 d.4 ½ 2. How many years will NCLB been in place when it is up for re-visiting? a.4 b. 13 c.12 d. 5

3. What political party do most link NCLB to? a. Democrat b. Independent c. Republican d. Green Party 4. Why are Reading and Math so heavily stressed in NCLB? a. because they are core subjects b. because Congress likes them better c. because no one likes art d. because social studies is becoming obsolete 5. Why are students with Disabilities held to the same standards? a. because NCLB is about equality in schools b. because no one mentioned having separate standards c. it would be illegal d.the parents want it to be equal 6. Which of the following is not a major concern of NCLB? a. it requires teachers to “teach to the test” b. math and reading are core subject c. no one gets recess anymore d. standardized testing may not work for all students 7. What grades are annual assessments required? a. 1-12 b.6-9 c. 3-8, and once in high school d.2-9, and once in high school 8. What is not a major concern of teachers? a. other important subjects are being left out? b. they may not be fully proficient by 2014 c. they are worried about their planning periods. d.they do not as though they are able to really teach because they must follow the NCLB curriculum. 9. What section of NCLB requires secondary schools to give student information to military recruiters? a. 9873 b. 9678 c.9567 d.9528 10. According to NCLB, what does “highly qualified” teachers mean? a. those with a bachelors degree b. those with a teaching license and PhD. c. those with a bachelors degree, masters, and PhD d. certified, and expertise in all subject matter

Answers

1.a 2.d 3.c 4.a 5.a 6.c 7.c 8.c 9.d 10.d

References

Abaroa, Steve. “Are We leaving Our Kids Behind?” Retrieved: September 19, 2007, from <http:www.azcentral.com/blogs/index.php?> Schwablearning.org. “No Child Left Behind and all students with learning disabilities: Opportunities and Obstacles.” Retrieved September 17, 2007 from <http.schwablearning.org/print_resourcesasp?type> The Beehive “School: NCLB.” Retrieved September 19, 2007. <http://www.thebeehive.org/Templartes/ School/Level3imageapx?PageID=1.527.584&Hide> Tutor Mentor Conncection: “No Child Law Near Perfect? No Way.” Bassill, Daniel. Retrieved September 19, 2007, from http://tutormentor.blogspot.com/2006/09/no-child-law-near-perfect-no-way.html. Washingtonpost.com: “No Child Left Behind Act: Facts and Fiction.” Matthews. Jay. Retrieved September 20, 2007, from http://www.washingtonpost.com//ac2/wp-ayn/a23818-2003Nov10?language=printer Wikipedia. “No Child Left Behind Act.” Retrieved September 17, 2007, from <http://en.Wikipedia.org/wiki/No_Child_Left_Behind.