This paper discusses the No Child Left Behind program, arguing its ineffectiveness.
Written in 2008; 1,253 words; 7 sources; MLA; $ 42.95
Paper Summary:
In this article, the writer discusses that the so-called No Child Left Behind program has been a key educational initiative promoted by the Bush Administration, which claims that the program means accountability, that children are helped by the program, and that the program should in fact be expanded so as to assure that children receive the education they deserve. On the other hand, the writer notes that critics find that the law is ineffective, that the program does not serve the needs of children at all, that what happens is that teaching is changed so everyone teaches to the test so children can pass, that children are not really being educated at all and that the program might work if redesigned. The writer maintains that the evidence does show that the program does more to make schools look good to parents without actually improving education. The writer concludes that teaching to make certain students pass a standardized test does little to educate those children in how to think, and the test only gives political leaders a false belief that they are improving education and accountability when they are only adding a new layer of uncertainty and confusion.
From the Paper:
"Critics of the legislation see it as a broad attack on public education in favor of federal control. The irony is that this approach comes from the Republican Party, which has long fought against any federal role in education at all, and in truth, even under the No Child Left Behind Act the party only sees value in federal control if the federal government is controlled by Republicans.
"Criticisms of the No Child Left Behind program come from several different perspectives. One group sees the program as another unfounded federal mandate, and more than 20 states and school districts across the country have objected to the regulations and with the way the program is funded. A survey in 2005 showed that almost half the stets then had testing programs in place for reading and math, but the report also showed that the number of schools cited as needing improvement had doubled over the last year."
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