Full-Sentence Outline

Elise Mizerany

SPC2608

Topic: The adverse effects of schedule narrowing, as well as the

elimination of arts, language, and other non-core classes on

students’ education.

General Purpose: To persuade.

Specific Purpose: To persuade my audience of the adverse effects that the

elimination of arts, language, and other non-core classes

has on students’ education.

Central Idea (main points): I will use my personal experience and my research,

accompanied by the testimonials of peers and teachers to

persuade my audience of the adverse effects of schedule

narrowing.

Organizational Pattern: N.A.R. Structure

INTRODUCTION

I. Picture a schedule packed, not with interesting and diverse courses that suit your

individual interests and talents, but instead with several variations of the same

courses over and over: reading and math, with little-to-no course diversity.

Imagine being forced to meet a standard not by means of teaching to your needs,

but instead by drilling the information into your mind hour after hour. Now
 imagine repeating this process everyday. For those students who don’t meet their

state’s quota of academic proficiency, this may be their daily routine.

II. Hi, I’m Elise Mizerany, and for many years I’ve directly seen and heard the

effects of the No Child Left Behind law on students ranging from elementary, to

middle and high school. Combining views on No Child Left Behind from both

teachers – my mother and aunt, personal experience, and data based research, I

hope that I am able to shed light on a law that has had such adverse effects on the

public education of America’s youth.

BODY

I. Both my mother and my aunt, teachers for over 20 years in the Miami-Dade

public school system witnessed and felt the effects of the No Child Left Behind

policy on their students. Young children excluded from elective courses with their

peers were instead placed in additional math and reading courses in efforts for

them to meet increasingly unattainable standards. In both middle and high school,

I saw the effects of non-stop core-class schedules on some of my closest friends, I

saw the exasperated and frustrated faces of students forced to follow a path they

neither excelled in nor enjoyed, all for the sake of an academic standard

II. As explained by Helen F. Ladd, former professor of Public Policy at Duke

University and extensive researcher of education as it pertains to public policy,

the No Child Left Behind (or NCLB) Law set a requirement upon the states by the

federal government in which all students from grades 3-8 were tested annually, as

well as one set of testing in high school, in the subjects of math and reading.
 A. The NCLB set annual achievement goals in the efforts to get 100% of

students on path to academic proficiency, regardless of economic, racial, or

disability factors.

B. Schools were required to meet an adequate yearly progress (AYP), and if

they failed to reach this goal, were subject to consequences. States were

then to create their own proficiency standards and tests.

(Transition Statement: No Child Left Behind seemed a good plan in theory, but its

negative effects are still tainting our school system to this day.)

III. In order to meet the higher standards and prepare lower range students for the

yearly standardized testing, schools began to use a technique now known as

“schedule narrowing”.

A. In attempts to raise students’ scores and meet the AYP requirement,

remedial or intensive math and reading courses were filed into students’

schedules, often replacing language, art, or physical education classes that

were viewed as inferior to math and reading.

1. Young children found schedules brimming with back to back core

classes, with no room for mental breaks or enjoyment.

2. The courses that had once added enrichment and fun to children’s

day to day schedules were replaced with courses that crammed an

excess of rigorous course lectures into shorter periods of time.

B. As students start to progress past elementary school, the courses now

missing from their schedules become broad. Instead of missing out on their

basic arts class, students are excluded from elective courses with more
depth and utility. In her article, seasoned teacher and dept. chair of David

Lawrence Jr. K-8 Center in Miami FL, Laurie Futterman stresses the

importance of electives in students’ schedules.

1. Under No Child Left Behind, Art History, Photography, Ceramics,

Practical skills classes such as Woodshop, and a wide array of

Language classes including French, Spanish, and Mandarin. Chorus,

Band, Performing Arts, as well as additional History and Science

courses are crowded out of students’ schedules in favor of the basic

reading and math.

2. No longer are students solely missing out on a fun, enjoyable break

from the intensity of the day, but they are also missing out on

increasingly valuable classes in which they might’ve found their

passion.

3. NCLB leaves no room for students’ success in areas besides the

main subjects, forcing select students into a path that may not be

best suited for their talents.

a. Schedule narrowing can also have adverse effects as students

move onto high school and eventually college.

i. High schools aren’t immune to schedule narrowing as

students sometimes have remedial math and reading

courses in addition to the basic math and reading.

 ii. When students begin applying to colleges and

universities, these establishments will look for depth in

student’s schedules outside of their core test scores.

iii. They look for courses such as language, additional

history and science, and courses that reflect rigor and a

students’ character.

iv. Limiting students to classes that don’t necessarily suit

their individual talents will hurt them when they try to

pursue those interests or talents in college with little-

to-no prior experience.

(Transition Statement: Despite what it might seem, No Child Left Behind may have some

reasonable benefits according to its supporters.)

IV. It can, and has been argued that, although increased focus on math and reading

limits students’ schedules, it is necessary to achieve proficiency in key subjects. If

a gymnast is struggling with a specific move or sequence, it is reasonable for

them to focus specifically on the move or sequence until they master it. The same

can be said for students struggling in reading or math.

V. This, however, can result in an overload of information on the same subject, and

with schedule narrowing leaving no room for mental breaks, leaves children

exhausted, frustrated, and discouraged.

CONCLUSION

I. Fortunately, as reported by Gregory Korte, White House correspondent for USA

Today, the No Child Left Behind law was ended in December 2015, and was
 replaced with the Every Student Succeeds Act. The new act affords more

flexibility to the states instead of the one-size-fits-all nature of the NCLB.

However, the effects of the NCLB are still seen in thousands of elementary,

middle school, and high school students who were pushed into its rigorous

guidelines.

II. As a student who has seen firsthand, and heard from experienced teachers, the

effects of the NCLB on students, I hope that we never see a similar law. The high

proficiency standards, schedule narrowing, and cutting of valuable elective

courses have had an irreversible impact on students across the country.

III. As young adults, we have the opportunity to promote change in our communities.

Lawmakers will continue to pass laws that are blind to the true needs of their

students. Keep up to date with new laws that are passed, because even the most

beneficial sounding laws, such as No Child Left Behind, can have hidden pitfalls.

Take action on the injustices committed against children’s education, as they are

our future. To get into contact with your local state senator, visit flsenate.gov and

enter your address to find a senator near to you. Take action and email your

representative, your action could easily be a step towards a brighter future for

America’s students.