No Child Left Behind (NCLB)

Rewrite of the Elementary and Secondary Education Act (ESEA) of 1965 law to assist disadvantaged children.

NCLB signed by George W. Bush on January 8, 2002.

Designed to.
Improve learning Mandate better quality in teaching qualifications Provide educational choices

 a childs attitude of themselves is shaped within the education system; if they do not have a positive attitude then there is a likelihood of that child not being successful (Dillion).

What Effects Learning

Family Life

Social Life
Childs own personal beliefs of learning Does the child have a good support system?

Maintaining AdequateYearly Progress (AYP)

Does the government have too much control over the education system? Schools Fail
Schools are labeled as failing and this allows parents to place their children in other schools.
This causes over-crowding and over-whelmed teachers.

Lose Funding
Which limits other Curriculum.

 Does this determine how much a child progress in their education?

Many supporter of NCLB believe that annual assessments are the answer to students gaining knowledge.

In realty, it encourages students to memorize the material for a short period of time, rather than to deposit it in their life-long learning bank (Hirsk & Golinkoff).

 President Obama stated that Teachers should not be forced to spend the academic school year preparing students to fill in bubbles on standardized tests (Weinstein).

Standardized testing has become a one-size-fits-all approach to gaining statistics (Great School Staff).

 Assessments should evaluate the childs abilities in such fields as: use of technology, problem solving, conducting research, and defending their ideas (Weinstein).

Most employers are not going to look at how well you scored on an assessment test. They want to know how a person can perform with the tasks given.

 Students success should be assessed by how the individual student improves over time and the school progress should be calculated on student progress, class performance, and continuation (DarlingHammond).

Teachers need to be provided with immediate feedback, which is not usually provided until the following school year. How are the teachers supposed to know their students weaknesses?

Stress and Tests

Students stress about being held back.
Parents stress about their child being dragged along. Teachers stress about losing their jobs if they do not produce adequate scores If they are promoted and cannot comprehend the material they will only get further behind.

Schools and children are being held responsible to the state for test statistics
but the state is not being held accountable for proper education resources (DarllingHammond).

President Obama states that Promising high quality teachers in every classroom and then leaving the support and pay for those teachers behind is wrong (Weinstein).

The National Center for Statistics (NCES) shows that those students that read for entertainment frequently score higher than those who do not.
Students who read every day averagely score 228, while those who never or barley read score around 210 (13).

NCES states that students are tested on two types of text: literary and informational and they are measured on their comprehension skills (2). This being the case why do so many teachers require the students to read the same material, verses allowing them to read something that interests them.

In Indiana since 1992 to 2011, most of the assessment scores have remained at a consistent rate in both reading and mathematics (see the next to slides).

Reading
Achievement-Level Percentages and Average Score Results

* This percentage was not significantly different from that in 2009 (34 percent) and was not significantly different from that in 1992 (30 percent). The percentage of students in Indiana who performed at or above the NAEP Basic level was 68 percent in 2011. This percentage was not significantly different from that in 2009 (70 percent) and was not significantly different from that in 1992 (68 percent). Achievement-Level Percentages and Average Score Results Accommodations not permitted. For information about NAEP accommodations, see http://nces.ed.gov/nationsreportcard/about/inclusion.asp.

Mathematics
Achievement-Level Percentages and Average Score Results

* This percentage was not significantly different from that in 2009 (34 percent) and was not significantly different from that in 1992 (30 percent). The percentage of students in Indiana who performed at or above the NAEP Basic level was 68 percent in 2011. This percentage was not significantly different from that in 2009 (70 percent) and was not significantly different from that in 1992 (68 percent). Achievement-Level Percentages and Average Score Results Accommodations not permitted. For information about NAEP accommodations, see http://nces.ed.gov/nationsreportcard/about/inclusion.asp.

Closing the Gap

Data acquired by the National Assessment of Educational Progress (NAEP) fails to provide that the existing version on NCLB has satisfied its goals (Fairtest). In reading, the gaps between black, Hispanic, and white fourth graders have only closed two points from 2003 to 2007. In math, the gaps between the same cultural groups and grade level have only closed one point, during the same years.

Obama states that instead of investing in the status quo, we must reform our schools to accelerate student achievement (United States, 2).