NO CHILD LEFT BEHIND
I have been around teachers and public school administrators
for my entire life. My mom is a former teacher and now an administrator for Albuquerque
Public Schools. My aunt has been a health teacher in New Mexico for over 20
years. My uncle is a physics teacher in Texas. Another uncle of mine is a
Junior ROTC instructor at an American school in Belgium. One law that has impacted
my family along with everyone else in the nation involved in public education,
including students, is No Child Left Behind.
What is No Child Left
Behind?
No Child Left Behind is legislation passed under President George W. Bush in 2001 that measures the success of public schools through student assessments in basic subjects including math, reading, and science ("No Child Left Behind Act"). This annual measurement, known as Adequate Yearly Progress, looks for a specific percentage of improvement in test scores a year at each grade level. For example, fifth graders in the year 2012 may be expected to score 10 percent higher on a state standardized test than students who took a similar test in 2011 ("No Child Left Behind Act"). The assessments are used from year to year to determine funding and other resources. In addition, schools that don’t show improvement can face severe penalties including the firing of staff, reorganization or closing. Schools across the nation have struggled to meet these predetermined improvements, making No Child Left Behind controversial and, some will argue, impractical. School reformers have pushed Congress to look for alternative ways to improve public education.
No Child Left Behind is legislation passed under President George W. Bush in 2001 that measures the success of public schools through student assessments in basic subjects including math, reading, and science ("No Child Left Behind Act"). This annual measurement, known as Adequate Yearly Progress, looks for a specific percentage of improvement in test scores a year at each grade level. For example, fifth graders in the year 2012 may be expected to score 10 percent higher on a state standardized test than students who took a similar test in 2011 ("No Child Left Behind Act"). The assessments are used from year to year to determine funding and other resources. In addition, schools that don’t show improvement can face severe penalties including the firing of staff, reorganization or closing. Schools across the nation have struggled to meet these predetermined improvements, making No Child Left Behind controversial and, some will argue, impractical. School reformers have pushed Congress to look for alternative ways to improve public education.
What Does Bill
Clinton Think About No Child Left Behind?
In 2008, former president Bill Clinton addressed the No Child Left Behind legislation during an interview on Aspen Institute’s Ideas Festival. He stated that No Child Left Behind did not work “for any but the most poorly performing schools because the states get to pick the tests and the passing score.” He claimed that because these tests have become such a basis of funding, the schools have been teaching directly to the tests and non-tested subjects like history, political science, music, and physical education do not matter as much (Strauss). Clinton believed, however, that No Child Left Behind would work for those students who could not “read by the eighth grade” or struggled academically, which is only about five to ten percent of the nation’s children in school. His solution was to give the same test three times in a students’ academic career to measure improvement and to create these tests at a national rather than a state level to even out the playing field (Strauss). I agree with President Clinton: No Child Left Behind does not work except for the poorest performing schools in the nation because it limits the focus of education to core subjects such as reading and math and neglects other important subjects like art and history. It also inadequately measures student achievement since state’s can make up their own tests and then teach those tests.
In 2008, former president Bill Clinton addressed the No Child Left Behind legislation during an interview on Aspen Institute’s Ideas Festival. He stated that No Child Left Behind did not work “for any but the most poorly performing schools because the states get to pick the tests and the passing score.” He claimed that because these tests have become such a basis of funding, the schools have been teaching directly to the tests and non-tested subjects like history, political science, music, and physical education do not matter as much (Strauss). Clinton believed, however, that No Child Left Behind would work for those students who could not “read by the eighth grade” or struggled academically, which is only about five to ten percent of the nation’s children in school. His solution was to give the same test three times in a students’ academic career to measure improvement and to create these tests at a national rather than a state level to even out the playing field (Strauss). I agree with President Clinton: No Child Left Behind does not work except for the poorest performing schools in the nation because it limits the focus of education to core subjects such as reading and math and neglects other important subjects like art and history. It also inadequately measures student achievement since state’s can make up their own tests and then teach those tests.
Federal Versus State
Government’s Roles
The first matter that must be addressed about No Child Left Behind is the federal government verses the state governments’ role in making the tests and evaluating progress. Under No Child Left Behind, the assessments are created at the state level and the state determines the score needed to pass (Strauss). The assessments are given yearly and progress is measured by looking at the subsequent scores of a specific grade per year. This is an issue because states can set low passing scores that do not accurately reflect a student’s progress but that allow schools to meet Adequate Yearly Progress. Another problem is the tests do not show individual student academic advancements because they only look at grade levels rather than looking at a chronological improvement of the individual. A solution to this problem would be to have the federal government create a national test that all states would give to students with the same expectations for improvement. I also agree with President Clinton’s suggestion that individual students be tested throughout their academic career so that their individual progress is measured rather than the average of a grade level (Strauss). This would allow equality throughout the nation when it comes to testing and would prevent states from “fudging” the system by allowing them to make adjustments that make them look good. Giving the test many times throughout a student’s academic career would also show actual progress or point to potential struggles. This solution, however, may not work for the poorly performing or underprivileged schools across the nation.
The first matter that must be addressed about No Child Left Behind is the federal government verses the state governments’ role in making the tests and evaluating progress. Under No Child Left Behind, the assessments are created at the state level and the state determines the score needed to pass (Strauss). The assessments are given yearly and progress is measured by looking at the subsequent scores of a specific grade per year. This is an issue because states can set low passing scores that do not accurately reflect a student’s progress but that allow schools to meet Adequate Yearly Progress. Another problem is the tests do not show individual student academic advancements because they only look at grade levels rather than looking at a chronological improvement of the individual. A solution to this problem would be to have the federal government create a national test that all states would give to students with the same expectations for improvement. I also agree with President Clinton’s suggestion that individual students be tested throughout their academic career so that their individual progress is measured rather than the average of a grade level (Strauss). This would allow equality throughout the nation when it comes to testing and would prevent states from “fudging” the system by allowing them to make adjustments that make them look good. Giving the test many times throughout a student’s academic career would also show actual progress or point to potential struggles. This solution, however, may not work for the poorly performing or underprivileged schools across the nation.
No Child Left Behind
Could Work for Poorly Performing Schools
“Helping high poverty areas and low achieving students would certainly be a step in the right direction as far as straightening out our schools.” That is the main goal of No Child Left Behind (Holmes 10). A percentage of today’s students fall under the curtain of poverty. They do not have the same resources that high achieving schools have and may be overlooked in terms of funding under No Child Left Behind. Wouldn’t it help if these schools got more attention from the state? Yes! States could oversee these poorly performing schools until they obtained a certain level of performance. Allowing the states to create the tests and passing scores for these struggling schools would make the assessments more fitting and accommodating to specific circumstances such as unemployment and high poverty that forces families to focus more on basic survival than education. Adequate Yearly Progress would be a helpful measure for low-performing schools because it would allow them to analyze overall progress and examine areas of weakness and needs for improvement. Comparing these schools to more affluent schools does not help them improve; it only reminds them over and over again of the struggles they face. Their poor progress year after year compared to other school adds to the disillusionment of students, teachers and families. When all schools are measured equally by the state then the poorly performing schools do not have the same chance to improve and are not given the resources they need to make the desired changes to become successful and high achieving. Once a poorly performing school improves, it can become part of the federal testing system so that it is fairly assessed and individual student improvement is measured. One thing that will bring these lower performing schools up to par would be to have the best teachers possible at these schools.
“Helping high poverty areas and low achieving students would certainly be a step in the right direction as far as straightening out our schools.” That is the main goal of No Child Left Behind (Holmes 10). A percentage of today’s students fall under the curtain of poverty. They do not have the same resources that high achieving schools have and may be overlooked in terms of funding under No Child Left Behind. Wouldn’t it help if these schools got more attention from the state? Yes! States could oversee these poorly performing schools until they obtained a certain level of performance. Allowing the states to create the tests and passing scores for these struggling schools would make the assessments more fitting and accommodating to specific circumstances such as unemployment and high poverty that forces families to focus more on basic survival than education. Adequate Yearly Progress would be a helpful measure for low-performing schools because it would allow them to analyze overall progress and examine areas of weakness and needs for improvement. Comparing these schools to more affluent schools does not help them improve; it only reminds them over and over again of the struggles they face. Their poor progress year after year compared to other school adds to the disillusionment of students, teachers and families. When all schools are measured equally by the state then the poorly performing schools do not have the same chance to improve and are not given the resources they need to make the desired changes to become successful and high achieving. Once a poorly performing school improves, it can become part of the federal testing system so that it is fairly assessed and individual student improvement is measured. One thing that will bring these lower performing schools up to par would be to have the best teachers possible at these schools.
Teachers Can Create
the Biggest Difference
Teachers should “keep students motivated, challenged and flourishing” (Kline). The most influential people that a person will meet during their academic career are teachers. Teachers can make the difference between a student wanting to work hard and learn or a student not caring at all about education and giving up. Learning should be fun and fulfilling, but the only way this can happen is if the teachers care about their students’ success and what they are learning. They should be given the chance to teach how they wish and have the flexibility to teach what they feel is the most important information, not just what is going to be on the test.
Teachers should “keep students motivated, challenged and flourishing” (Kline). The most influential people that a person will meet during their academic career are teachers. Teachers can make the difference between a student wanting to work hard and learn or a student not caring at all about education and giving up. Learning should be fun and fulfilling, but the only way this can happen is if the teachers care about their students’ success and what they are learning. They should be given the chance to teach how they wish and have the flexibility to teach what they feel is the most important information, not just what is going to be on the test.
Teaching to the Tests
– What about the Other Subjects?
No Child Left Behind is all about standardized tests. They dictate everything, from the funding the school gets to the type of material taught. What does this mean for the subjects that are not tested like music or history? They get swept underneath the rug (Hannah). A solution to this problem would be to include information from all subjects on the standardized tests. For example, ask questions about music theory such as “what do the top and bottom number of a time signature represent?” Adding questions like this would allow teachers to incorporate all subjects in their lessons. They would not have to teach only core subjects they know will be tested like math and reading, allowing students to gain knowledge in all areas and to pursue learning about subjects they are really interested in.
No Child Left Behind is all about standardized tests. They dictate everything, from the funding the school gets to the type of material taught. What does this mean for the subjects that are not tested like music or history? They get swept underneath the rug (Hannah). A solution to this problem would be to include information from all subjects on the standardized tests. For example, ask questions about music theory such as “what do the top and bottom number of a time signature represent?” Adding questions like this would allow teachers to incorporate all subjects in their lessons. They would not have to teach only core subjects they know will be tested like math and reading, allowing students to gain knowledge in all areas and to pursue learning about subjects they are really interested in.
In Closing
So many people do not know what No Child Left Behind really is. Many think it is something specific for elementary students or that it is “for kids getting kidnapped” (Hannah). Awareness needs to be raised about this issue and so many revisions need to be made to the act in order for it to be effective. I believe that No Child Left Behind could really make a difference and better the nation’s schools, but the emphasis it puts on standardized testing needs to be changed (Holmes 15). Let students pursue the knowledge that most interests them; they should not be told what they should study.
So many people do not know what No Child Left Behind really is. Many think it is something specific for elementary students or that it is “for kids getting kidnapped” (Hannah). Awareness needs to be raised about this issue and so many revisions need to be made to the act in order for it to be effective. I believe that No Child Left Behind could really make a difference and better the nation’s schools, but the emphasis it puts on standardized testing needs to be changed (Holmes 15). Let students pursue the knowledge that most interests them; they should not be told what they should study.
Sources
Hannah, La’ Bria. “Is No Child Left Behind Leaving Children Behind?.” Online video clip. YouTube. YouTube, 28 Apr. 2013. Web. 30 June 2014. https://www.youtube.com/watch?v=_IBXLM7sf2k
Holmes, Sara. “Standardized Testing and the No Child Left Behind Act: A Failing Attempt at Reform.” n.d. Web. 30 June 2014. http://www.ecu.edu/cslib/reference/instruction/upload/Sarah_Holmes_First_Place.pdf
Kline, John. “We Need to Fix No Child Left Behind.”CNN Opinion. 6 Jan. 2012. Web. 30 June 2014. http://www.cnn.com/2012/01/06/opinion/kline-no-child-left-behind/index.html
n.p. “No Child Left Behind Act.” Wikipedia. 28 June 2014. Web. 30 June 2014. http://en.wikipedia.org/wiki/No_Child_Left_Behind_Act
Strauss, Valerie. “Bill Clinton’s ‘big ides’ for education.” The Answer Sheet. 5 Sept. 2012. Web. 30 June 2014. http://www.washingtonpost.com/blogs/answer-sheet/post/bill-clintons-big-ideas-for-education/2012/09/05/e1e5f0ec-f7bb-11e1-8398-0327ab83ab91_blog.html
Hannah, La’ Bria. “Is No Child Left Behind Leaving Children Behind?.” Online video clip. YouTube. YouTube, 28 Apr. 2013. Web. 30 June 2014. https://www.youtube.com/watch?v=_IBXLM7sf2k
Holmes, Sara. “Standardized Testing and the No Child Left Behind Act: A Failing Attempt at Reform.” n.d. Web. 30 June 2014. http://www.ecu.edu/cslib/reference/instruction/upload/Sarah_Holmes_First_Place.pdf
Kline, John. “We Need to Fix No Child Left Behind.”CNN Opinion. 6 Jan. 2012. Web. 30 June 2014. http://www.cnn.com/2012/01/06/opinion/kline-no-child-left-behind/index.html
n.p. “No Child Left Behind Act.” Wikipedia. 28 June 2014. Web. 30 June 2014. http://en.wikipedia.org/wiki/No_Child_Left_Behind_Act
Strauss, Valerie. “Bill Clinton’s ‘big ides’ for education.” The Answer Sheet. 5 Sept. 2012. Web. 30 June 2014. http://www.washingtonpost.com/blogs/answer-sheet/post/bill-clintons-big-ideas-for-education/2012/09/05/e1e5f0ec-f7bb-11e1-8398-0327ab83ab91_blog.html