This paper looks at the effectiveness of the 'Tell-'em-and-Test-'em' method of teaching and the ongoing debate behind the 'No Child Left Behind Act'.
Written in 2005; 1,094 words; 4 sources; MLA; $ 38.95
Paper Summary:
This article looks at the educational reform in the "No Child Left Behind (NCLB) Act", that intends to create an environment in which all children should be able to learn and succeed. The writer claims that in demanding high standards for public schools, the NCLB Act places emphasis on the determination of which educational programs and practices have been proven to be successful and effective through scientific research. The article discusses related problems with the NCLB Act's provisions and the writer investigates the success of testing methods within schools. The writer presents the views of several teachers regarding the effectiveness of the Act.
From the Paper:
"Close to forty percent of those who begin high school drop out before they finish. Many others fail in fact if not in name. They complete their schooling because we have agreed to push them up through the grades and out of the schools, whether they know anything or not."
The words of John Holt, author, former teacher, and leading figure in educational reform, echo the sentiment of many of America's public school teachers, and the addition of the No Child Left Behind (NCLB) Act has served only to reinforce such feeling."
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