A look at the controversies surrounding the No Child Left Behind Act.
Written in 2009; 1,282 words; 8 sources; APA; $ 43.95
Paper Summary:
The paper attempts to show how the No Child Left Behind (NCLB) approach may undermine crucial aspects of overall education quality for the purpose of ensuring the improvement of poorly-performing primary school students. The paper explains that the NCLB approach provides an incentive for greater reliance on rote drilling instead of on a deeper understanding and retention of the material. The paper emphasizes that the framework of a national incentive for improvement in public education in the U.S. is a worthwhile goal, but argues that the NCLBA is a poorly conceived approach whose deficiencies may actually undermine many aspects of education rather than promote any meaningful improvement.
Outline:
Perspectives on the NCLB Approach to Public Education
The Impact of the NCLB Program on P-12 Curricula
Conclusion
From the Paper:
"The No Child Left Behind Act of 2002 (NCLB) signed into law by President Bush was intended to ensure proficiency in reading and in mathematics among American primary and secondary students by the year 2014 (DOE, 2001). Renewal of the NCLB program is up for a vote on its reauthorization in 2008 and nearly 100 national education, civil rights, and religious organizations have signed a "joint organizational statement on NCLB" (Olson & Hoff, 2007) against renewal of NCLB without fundamental changes."
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