This paper is a literature review of the critique of the effectiveness of the No Child Left Behind Act.
Written in 2005; 1,300 words; 7 sources; MLA; $ 43.95
Paper Summary:
This paper explains that the No Child Left Behind Act, sponsored by President Bush, is arguably the most ambitious education-reform bill in the history of this country. The author points out that bill's main emphasis is improving scores in subsets of students, such as minorities and children who receive free or reduced-price lunches; if they do not pass the standardized tests, schools will face penalties, which range from offering extra tutoring time to yielding control of the school to the state. The paper concludes that supporters of the bill insist that in order to make its promises a reality, higher standards need to be enforced through increased testing and greater accountability for individual schools; whereas, the opponents argue that, after four years, little has changed and the act has left a bitter taste in the mouths of educator's nation-wide.
From the Paper:
"There is no doubt that there is a direct correlation between the atmosphere that a child is raised in and their scholarly achievements, but North Carolina Representative Martin Nesbitt seems to imply that even if a pupil were to do fine in all five factors which have been determined to affect educational development, including their family life, some students grades will not shine simply because they are not able to grasp certain concepts. It's not that they do not want to learn or are defiant, they simply learn at a slower pace. It's not that they watch too much television, or even that they face distracting circumstances at home, Nesbitt says, "some children have learning disabilities...you can't put a child who has a learning disability or other impediment in a class of 30 children and expect [him] to achieve at the level the other children achieve at." "
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