No Child Left Behind: Help or Hurt?

Each generation of Americans has surpassed its parents in education and literacy.  But with the education crisis we face today, many do not realize that the education skills of one generation will not even come close to that of their parents.

• 50% of all adults in America are functionally illiterate by the simplest tests of everyday reading writing and comprehension.
• 60% of American youth have dropped out of school or barely graduated with 7th grade education.
• Average achievement of high school students on most standardized test is now lower than 26 years ago.
• Of the top 18 industrialized nations, U.S. students ranked last on the standardized tests.
• Standard Achievement test scores have fallen 80 points since 1960
• Between 1975 and 1980 remedial mathematics courses in public 4-year colleges increased by 72% and now constitute one-quarter of all mathematics courses taught in those institutions.

Today, nearly 70% of inner city 4th graders are unable to read at a basic level on national reading tests.  Our high school seniors trail students in Cyprus and South Africa on international math tests.  And nearly a third of our college freshmen find they must take a remedial course before they are able to even begin regular college level courses.

Federal policy has strongly influenced America’s schools.  Over the years Congress has created hundreds of programs intended to address problems in education without asking whether or not the programs produce results or knowing their impact on local needs.  This program for every problem solution has begun to add up, so much so that there are hundreds of education programs spread across 39 federal agencies at a cost of $120 billion a year.  Yet, after spending billions of dollars on education, we have fallen short in meeting our goals for educational excellence.  The academic achievement gap between rich and poor is not only wide, but still growing.

No Child Left Behind was implemented to help students achieve higher test scores and be educated to his or her full potential.  It affects what students are taught, the test they have to take, the training of their teachers and the way money is spent on education.  The standard for achievement tests has been reduced to bring scores up.  This rewards students more while the student actually learn less.  Students are actually at a disadvantage.  Under NCLB, standardized test scores are assessed by student’s proficiency in reading and math.  Educators are teaching according to this test.  So much time is spent on the test that the needs of individual children are falling by the wayside.  The focus is reading and computation at the expense of all their other essential skills such as comprehenson, analysis, problem solving and drawing conclusions.  Taking the results of one test is really a disservice to our students.  It excludes students who could succeed or excel in other areas.

NCLB’s advocates say the landmark law holds schools accountable, empowers parents and is helping to close the achievement gap in America’s schools.  Many critics, including those who agree with the law’s goals argue that it is a “one size fits all” approach to education that over emphasizes testing and doesn’t provide enough money to schools to achieve success. As stricter testing requirements and penalties have taken effect, several states have rebelled, challenging the law in legislatures and the courts. In response, the U.S. Department of Education has given greater latitude to some districts and states in satisfying the law’s provisions.  Than, in turn has drawn criticism that the federal goverment has gone too far and weakened the law so much that it can’t achieve its goals.

States are required to set targets for overall achievement and for specific categories of students, such as English language learners or economically disadvantaged students.  these targets determine whether the  school makes adequate yearly progress, or AYP, as measured by state standardized tests.  A school can fail even  if it is making substantial progress for most of its students-if one category of students cannot meet the standards. The goal is for every student in public school to be proficient in reading and math by 2014.  students must be tested annually in reading and math in grades 3-8 and at least once in grades 10-12. Students must be tested in science in a least one grade in elementary, middle and high school.  Schools that don’t meet goals for their overall student bodies or specific categories of students are sanctioned.

Teachers must be highly qualified to teach core academic subjects in every classroom.  Specifically an elementary school teacher must have a bachelor’s degree and pass a rigorous test in core curriculum areas.  Middle and high school teachers must show they are competent in the subjects they teach by passing a test or by completing an academic major, graduate degree or comparable coursework.  Research including a 2006 study of 3 states by the think tankEducation Trust, shows that students in schools with a large percentage of minority and low-income students are more likely to be taught by teachers who are inexperienced and lack a major or minor in the subjects they teach.  The teacher qualification provisions of NCLB are aimed at insuring that schools where students tend to need the most help employ teachers who are qualified to provide it.  states have struggled to meet this goal.  The law covers other teaching staff, too.  Most teachers aids and other paraprofessionals are now required to complere 2 years of college or an equivalent type of training.

The nonprofit independent center of education policy releases annual report cards on NCLB.  The organization which advocates for public schools, surveyed education officials in 50 states and gave the law a mixed report card in 2006.  the center concluded that as a result of the law:

• Districts are better aligning classroom teaching with state academic standards
• Principals and teachers are making better use of test results to improve teaching
• Scores on states tests are higher in large majority of states and school districts
• Teachers report high stress levels and poor staff morale because of the pressure to improve scores
• Most school districts are cutting back on Social studies, science, art or other subjects to make more time for reading and math, the subjects that are tested.
• The effect on achivement gaps between groups of students of different races or ethnicities in unclear.  While most states and districts reported that the achievement gap in test results had narrowed or stayed the same. The centers own case studies did not find the same results.  As a result, the study concluded it is impossible to reach an overall conclusion about achievement gaps.

In a harsher report The Civil Rights Report, formerly  known as the Harvard civil rights Project concluded in 2006 that NCLB is failing to close the achievement gap, won’t make its 2014 goals and has not significantly improved reading and math achievement.  Federal education officials dispute these conclusions.

Sources:

http://www.greatschools.net/egi-bin/showarticle/ca/205

http://downtownweb.com/k-12-education/crisis.htm

http://www.princetonol.com/groups/iad/links/toolbox/nclb.html

http://www.ed.gov.pubs/NatAtRisk/risk.html

I believed the NCLB act was a great idea as long as it accomplished what it is set out to do.  I don’t agree with the idea of focusing on a certain area or subject and the expense of another.  All subjects should be addressed and handled with the same dedication and determination.  Early childhood development plays a part and can help make a difference in a child’s learning abilities but it is not always affordable.  NCLB act has a few shortcomings that can be detrimental to our educational system.  A reformed NCLB act is crucial, not just our students are at stake but our nations educational system.  Pres-elect Obama has a great plan on NCLB, including early Childhood Education that begins at birth.  If you have not veiwed Obama’s plan on education and reforming NCLB go to http://www.barackobama.com/issues/education

1.  What are your thoughts on No Child Left Behind?  Is it a help or hinderance?  Why?

2 what do you think are key factors that would improve this nations educational system or educational crisis?