No Child Left Behind

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by dclaiborne
Last updated 5 years ago

Discipline:
Resources & Tools
Subject:
Citizenship

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No Child Left Behind

Reading First:-Grant program to help states/districts create reading programs for grades K-3 -Small early reading program focusing on disadvantaged children ages 3-5

Academic Progress:-All students must be profiecient by 2013-Adequate yearly progress by individual demographics and student body as a whole-Repercussions for Title I schools who receive failing grades

Report Cards:-States provide information on student acheivement according to subgroups-States provide information on schools acheivement/ safety within districts-Districts provide school data to state

Annual Tesing:-Grades 3-8 testing in math and reading-Testing in science once in elementary, middle and High school-Sample of 4th and 8th grade students take national math and reading test every other year

Funding Changes:-Title I adjusted to channel more money to low income schools-States better able to decide how to allocate federal funding

Teacher Qualificaitons:-Teachers of core content and Title I schools must be "highly qualified"-Paraprofessionals in Title I schools must have at least 2 years college or pass a proficiency test

Repercussions of NCLB:There is much controversy over NCLB since it became law January 8, 2002. Opponents feel that too much emphasis is placed on testing the student and not on actual student learning. They feel teachers are forced to teach to the required tests, rather than teach the whole student. Under the this law, teachers have much less freedom in curriculum decisions. They argue that indeed NCLB has not helped student acheivement, but may in fact be harmful to the student's education. For the student with disabilities, NCLB provides additional obsticles. Requiring all but 2% of the student population to acheive proficiency on standardized tests means that students with disabilities are held to the same standards. By some, this is concidered unrealistic. Questions regarding the need for modified tests and accomodations are prevelant among educators. Additionaly, some districts have been forced to eliminate elective classes such as fine arts and language courses. These offerings are at times the very classes in which students in special education can be successfully included. Redircting funds and setting higher standards for students with disabilities does not necessarily translate to higher test scores and increased learning by students. Although this law was inteneded to help lessen the gap in achievement among minorities, low income students and students with disabilities, it has yet to show great success in this area.


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