This paper details the issues surrounding student assessment and school accountability since No Child Left Behind (NCLB).
Written in 2005; 1,855 words; 7 sources; APA; $ 59.95
Paper Summary:
Since NCLB legislation in 2001, schools have seen a drastic change in assessment methods for students and are under increased pressure to be held accountable. This paper details the current situation in which high-stakes testing is not congruent with state standards. The paper then goes on to suggest ways in which states and school districts can alter assessments to increase their validity. Also, issues of how to improve school accountability are discussed. The Nebraska STARS accountability system is also evaluated and recommended.
From the Paper:
"While assessment of school systems has been an ongoing issue in the United States for many years, the No Child Left Behind Act of 2001 (NCLB) created a controversy over accountability of schools and school districts. While NCLB has many admirable goals, such as attempting to provide equal educational opportunity to all students, there are weaknesses in its provision for assessments that plague schools that must not be held accountable for student learning. Spring (2006) notes that while states are able to create standards to determine what is taught and what state tests should contain, there is a requirement that fourth and eighth grade students must take the National Assessment of Educational Progress examinations (186). This legislation, in effect, creates a national curriculum because students from all states are expected to pass a national test. Additionally, NCLB's assessment requirements have already led to many states adopting other high-stakes assessments for students, and then holding schools responsible for failure or success on these tests. However, recent literature suggests that there are better assessment systems that can create a balanced approach to accountability."
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