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Left-Handedness, 2004.
A paper that questions whether left-handedness is detrimental, as popularly believed.
956 words (approx. 3.8 pages), 5 sources, MLA, $ 33.95
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Abstract
The paper questions whether a parent should try to change their children to be right-handed in the development stage, whether they can help a left-handed child adjust to a right-handed society, and if there is any benefit to being left-handed over right-handed.
From the Paper
"Growing up in a family based on traditional ideas, the idea of being left-handed was highly frowned upon. My grandpa told stories of how when he was younger and was showing tendencies of being a left handed person, his mother worked to correct this by actually punishing him whenever he used his left head to throw, write, or show any favoritism to that hand. These ideals were then passed on to my parents and then on to my generation, where my family worked hard with my brother to throw a ball and write with his right hand when my parents felt he first showed tendencies to favor the ?unnatural? left hand."
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No Child Left Behind and Highly Qualified Teachers, 2005.
An examination of the issues concerning the No Child Left Behind Act and highly qualified teachers pertaining to middle schools in Maryland.
4,400 words (approx. 17.6 pages), 21 sources, MLA, $ 115.95
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Abstract
This paper examines how, in recent years, it has generally been accepted that teacher qualifications are significant to ideas such as No Child Left Behind. It looks at why the qualifications of teachers are so vitally important and why highly qualified teachers are becoming a priority for many schools throughout the country. This paper discusses the concerns that educators have regarding No Child Left Behind and the quality of their educators in order to come up with a curriculum that allows for the differences in the learning styles and abilities of different children and that understands and embraces the benefits that highly qualified teachers can bring to the Middle School experience.
Outline
Introduction
Statement of the Problem
Significance of the Problem
Rationale/Hypothesis
Review of Related Literature
Middle School Models
History of No Child Left Behind
Highly Qualified Teachers and their Implications for Middle Schools
From the Paper
"Teachers are concerned about not being as effective without the help that they receive from these individuals (Exstrom, 2003). They seem to be critical components in many schools and spend a lot of time one-on-one with students in order to reinforce instruction. Many teachers are not able to do this because they have such heavy class loads and large class sizes (Flores, Tefft-Cousin, & Diaz, 1991). Middle schools are generally designed to be a critical transfer point for children because they are moving out of elementary school and the idea that they are just a child into high school and the idea that they are young men and women (Exstrom, 2003). Because of this middle school is a very crucial time in their lives and without having highly qualified and prepared individuals to get them through this point many of them will struggle (Exstrom, 2003)."
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"No Child Left Behind" Plan, 2006.
An essay arguing that President Bush's "No Child Left Behind" education plan is ineffective and short-sighted.
2,729 words (approx. 10.9 pages), 6 sources, MLA, $ 81.95
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Abstract
This paper explains the procedural, cultural and moral reasons behind educators' stance that President Bush's "No Child Left Behind" education program is not only ineffective but detrimental as well. The paper describes lawsuits filed by students, community activists and local districts, demanding that states provide resources adequate to the standards and high-stakes tests imposed by the "No Child Left Behind" plan and explains that instead of fostering diversity as intended, the plan is actually acting as an obstacle to diversity.
Outline
Introduction
No Child Left Behind/Leave No Child Behind
Lawsuit Spawned
Basis of Suit
Parties to Suit
Government Point of View
NEA Point of View
NCLB Objectives
Accountability
Report Cards for Schools
Resources, Good Teachers
Federal Takeover Last Resort
Problems with the Objectives
Loss of Local Control
Money Issues
Damage to Already Disadvantaged School Populations
Blacks
Latinos
Gifted Students
Conclusion
From the Paper
"By 2004, NCLB had spawned an increase in "the wave of adequacy lawsuits filed by students, community activists and local districts, demanding that states provide resources adequate to the standards and high-stakes tests they've imposed" (Schrag 2004, 38+). Earlier lawsuits were in response to the standard tests, such as various state graduation requirements and SATs and so on. However, "A recent adequacy decision in Kansas, which ordered that state to restructure its funding, explicitly cited NCLB; So have new suits filed by school districts and others in Nebraska, Missouri and North Dakota" (Schrag 2004, 38+) and in Ohio."
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"No Child Left Behind" Act, 2004.
This paper applies a Marxist, conflict perspective approach to analyzing education in the United States, especially the "No Child Left Behind" Act.
3,225 words (approx. 12.9 pages), 7 sources, APA, $ 92.95
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Abstract
This paper explains that the officially named Elementary and Secondary Education Act, called the "No Child Left Behind Act", was signed into law by President Bush in 2002 and sought to improve education by making states accountable for the performance of their students on standardized tests. The author contends that a Marxist analysis of the premises behind and the application of the "No Child Left Behind" Act shows that the law addresses the problem of the achievement gap from the wrong perspective; the underperformance of disadvantaged children is blamed largely on the failure of the educators, ignoring the many sociological factors of inequalities, which are built into the American educational system. The paper relates that racism interferes with the cognitive development of young disadvantaged students early in the education process; the law does nothing to help economically disadvantaged minority schools become equal with more affluent school districts.
Table of Contents
Karl Marx and Social Inequality
No Child Left Behind Act
Overview of the Law
The Achievement Gap
Addressing the Achievement Gap
Conclusion
From the Paper
"One of the key features of the "No Child Left Behind" Act was to ensure that all students must show proficiency in math and reading by the 2013-2014 school year. Schools must show a yearly progress report towards this goal. This holds true especially for English language students and special education students. School districts that continuously fail to post improvements will face sanctions. Principals and teachers in such "underperforming" schools could be suspended, removed or replaced. The "No Child Left Behind" Act also makes provisions allowing state to take over underperforming schools. Additionally, federal funding could be withheld for underperforming schools."
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The ?No Child Left Behind Act?, 2002.
An examination of the educational reform - ?No Child Left Behind Act?.
1,509 words (approx. 6.0 pages), 4 sources, MLA, $ 49.95
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Abstract
This paper looks at the ?No Child Left Behind Act, 2001?, which is the latest attempt by the federal government to introduce tougher measures to arrest the trend of falling standards in education especially among the less privileged. It discusses the development of public education in the U.S.A., the political nature of education and its historical and socio-cultural aspects. The aims of the "No Child Left Behind Act" in these areas as well as its pros and cons are also examined.
From the Paper
"From the earliest days of America?s independence, its founding fathers had realized the importance of education for the prosperity and survival of the new nation. Thomas Jefferson, author of the Declaration of Independence, called education a ?crusade against ignorance? and suggested a system of free schools for all persons that would be publicly supported through taxes. (Powell) Jefferson?s vision formed the basis of the US public schools system developed in the 19th century leading to free and compulsory elementary level school education for all American school children. American educators such as Horace Mann were instrumental in the 1830s and 1840s to introduce reforms focused on elementary education. The reforms were based on the notion that all young children should be schooled, and that the content of education should be the same for everyone. Mann believed that: ?The scientific or literary well-being of a community is to be estimated not so much by possessing a few men of great knowledge, as its having many men of competent knowledge.? (Quoted by Powell)"
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No Child Left Behind and Standardized Testing, 2006.
An explanation of the No Child Left Behind Act and its focus on schools that are capable of meeting scoring criteria for standardized tests.
2,025 words (approx. 8.1 pages), 6 sources, $ 80.95
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Abstract
The No Child Left Behind Act (NCLB) was intended to provide a federal mandate that would ensure equal educational opportunities for all children in the United States. Not since the 1965 Secondary Education Act has the United States government played such a significant role in how education will function in the country. This paper compares the primary focus of the 1965 Secondary Education Act with that of the No Child Left Behind Act. The paper explains that the Secondary Education Act focused primarily on funding and was implemented as a means of providing financial support for education by ensuring that educators cold afford the tools needed in the classroom. In contrast the NCLB primarily concerns funding for schools that are capable of meeting scoring criteria for standardized tests.
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The No Child Left Behind Act, 2005.
This paper explores the popular "No Child Left Behind Act" set forth by the current administration and how it affects American schools.
1,881 words (approx. 7.5 pages), 11 sources, MLA, $ 60.95
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Abstract
This paper examines how America's forefathers had the right idea in wanting to educate Americans and rid the great country of ignorance. It looks at how policy makers have since attempted to draw up the best way to make sure education is a success in America and how the No Child Left Behind Act is just another milestone in the public education system. It examines the debate on whether it is helpful and puts forward the author's opinion that, while the NCLB is a good start for reform for American schools, perhaps it is time for it to be fully revised to ensure that, truly, no child is left behind.
From the Paper
"Politicians have used the school system as a political issue to gain support for their election. Most recently President George W. Bush was elected into office by a nation that fully knew his beliefs on the education system. Bush was first the governor of Texas and his ability to turn around the school system in that state gave hope to presidential voters in 2000. The testing scores in Texas were brought up as was the graduation rate. Yearly testing became the norm to ensure that no student was left behind to not be able to complete the basic educational skills needed to survive in the American job market."
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The No Child Left Behind Act of 2001, 2005.
This paper is a literature review of the critique of the effectiveness of the No Child Left Behind Act.
1,300 words (approx. 5.2 pages), 7 sources, MLA, $ 43.95
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Abstract
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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No Child Left Behind Act, 2006.
This paper discusses the controversial No Child Left Behind Act of 2001.
1,345 words (approx. 5.4 pages), 7 sources, APA, $ 45.95
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Abstract
This paper explains that, according to the United States Department of Education, the No Child Left Behind Act (NCLB) is necessary to promote scholastic achievement amongst American students by promoting stronger accountability, more freedom for states and communities, more choices for parents and proven education methods. The author points out that many people believe that it is a step in the right direction but see that it has some very serious flaws. The paper concludes that the real victims will be students left behind in failing schools because these schools do not possess the financial wherewithal to attract good teachers.
Table of Contents:
Introduction
Defining NCLB and Parental Involvement
Stronger Accountability for Results
More Freedom for States and Communities
More Choices for Parents
Proven Education Methods
Economic, Social and Political Institutions or Players
Factual Analysis
From the Paper
"As it relates to political institution, this Act is one of the policies that have emerged during the Bush administration; making the Bush administration a major player in the implementation of the act. Although there are republicans that are supportive of this act, there are other Republicans and Democrats alike that do not believe it will accomplish the goal of leaving no child behind. This has made this Act a hot button issue in the political world. State governments also have a great deal to loose or gain through the implementation of the Act."
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"The Left Hand of Darkness", 2005.
This paper discusses that Ursula K. Le Guin's "The Left Hand of Darkness", a fictional novel of the future, for which LeGuin won the Hugo and Nebula awards in 1969.
845 words (approx. 3.4 pages), 1 source, MLA, $ 30.95
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Abstract
This paper explains that Ursula K. Le Guin's "The Left Hand of Darkness" confronts the complex philosophical issues of gender and individuality through the obligations of friendship and patriotism between two characters, who share an exhausting journey across a frozen world where loyalty and trust become the fundamental components for survival. The author points out that "The Left Hand of Darkness" is a concept that means that there cannot be light without dark; it is the balance between all things including male and female, positive and negative and opposing forces, which best represent the symbolic struggle between society and mankind within the novel. The paper concludes that this novel profoundly exhibits that men owe patriotism not to a nation or planet but to a humanity, which is built on the ideologies of trust, loyalty and truth.
From the Paper
"This novel is set on a primitive planet named Gethen located on the outskirts of discovered space. Genly Ai is an ambassador from Human Ekumen, one of some eighty human worlds in existence at the time, that travels to Gethen to trade knowledge and create better communication between these and other foreign worlds. Gethen is a harsh cold world where snow falls everywhere and only the regions closest to the equator are habitable."
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No Child Left Behind Act, 2007.
A discussion on the No Child Left Behind Act, and its effect on recruiting and retaining special education teachers in rural school districts.
32,541 words (approx. 130.2 pages), 67 sources, MLA, $ 249.95
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Abstract
This paper deals primarily with the No Child Left Behind Act as it relates to the recruiting and retention of special education teachers in rural school districts, and discusses some of the problems that many of these teachers face when they work in areas of the country where they do not get the support that they need. The paper examines the statement of the problem and provides detail about why a study of this nature is necessary.The goal of the paper is to show that the No Child Left Behind Act does not just affect students, but that some teachers are suffering due to the requirements that have been placed on them and their school districts.
Outline:
Chapter One
Introduction
Background
Statement of the Problem
Hypotheses Statements
Purpose of the Study
Definition of Terms
Importance of the Study
Scope of the Study
Overview of the Study
Chapter Two
Review of Related Literature
Chapter Three
Research Methodology
Population and Sample
Research Instrument
Survey
Research Procedure and Design
Statistical Method Used
Chapter Four
Analysis of the Data
Table 1
Chapter Five
Summary, Recommendations, and Conclusions
Summary
Recommendations
Conclusions
Works Cited
Appendix
From the Paper
"In addition to this, the elementary school children rode with many high school students in almost every one of the rural West Virginia counties, which could pose a danger to these younger students (Reeves, 2003). Students that had long bus rides also reported that they were more often stressed and tired, that many of their grades dropped, that they did not participate in many after-school activities, and that they had to spend a lot less time with their families because of their time spent on traveling (Reeves, 2003). The parents of children that attended school far away from home also attended fewer of the scheduled parent-teacher meetings, volunteered to help in the classroom less often, and did not attend as many of the extra-curricular activities that were offered at or held at the school (Reeves, 2003)."
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No Child Left Behind, 2007.
This paper addresses unresolved problems in the educational reform known as "No Child Left Behind Act."
2,171 words (approx. 8.7 pages), 8 sources, MLA, $ 67.95
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Abstract
This paper examines problems in the No Child Left Behind Act, which was considered to be one of the most significant attempts at educational reform in recent history. The author considers how the Act affects students, teachers, and communities. Additionally, the author takes the position that No Child Left Behind Behind (NCLB) has had an overall negative effect on the educational movement in America and that there is need for a change in NCLB strategies. The author illustrates these points with several reviews of several publications.
From the Paper
"Meanwhile, the American Federation of Teachers asserts that "flaws in the law are undercutting its original promise" (www.aft.org), and federal guidance for states "has been unclear, untimely and unhelpful." Moreover, the AFT statement on their Web site indicates serious concerns about the "pervasive problem" of under funding; the cornerstone for NCLB is Title 1, and the authorization for Title 1 in 2006 was scheduled to be $22.75 billion (according to the legislation). But President George W. Bush has only put $13.3 billion in his budget request. "This continues a pattern of underfunding for NCLB," AFT explains, adding that the $9 billion left out of Bush's request is "crucial" to more than 1,700 secondary schools."
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No Child Left Behind in Rural Areas, 2007.
This paper argues that in rural school districts, the No Child Left Behind (NCLB) Act could cause more harm than good for children's education.
2,757 words (approx. 11.0 pages), 12 sources, MLA, $ 82.95
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Abstract
In this article, the writer discusses that when it was first initiated, the No Child Left Behind (NCLB) Act was intended to make schools accountable for the education of their students. This paper shows, however, that in many school districts, the NCLB Act has had the opposite effect. The first part of this paper looks at the goals and programs mandated by NCLB. The writer then looks at the implications of NCLB for rural school districts. The paper also examines arguments that the NCLB Act will adversely affect the operations of rural schools which have to struggle with budget cuts and a dearth of qualified teachers. It further looks at NCLB's adverse effects on the education of children who are physically - and learning - disabled.
Outline:
No Child Left Behind: An Overview
Demands on School Districts
Issues for Rural School Districts
Children with Disabilities
Alternatives to NCLB
Conclusion
Works Cited
From the Paper
"One of the key features of the No Child Left Behind Act was to ensure that all students must show proficiency in math and reading by the 2013-2014 academic year. School districts must therefore show a yearly progress report towards this goal. This holds true especially for students of English as a second language and those with learning disabilities. School districts that continuously fail to post higher test scores will face sanctions. Principals and teachers in such "underperforming" schools could be suspended, removed or replaced. The No Child Left Behind Act also makes provisions allowing the state government to take over underperforming schools. Additionally, federal funding could be withheld for underperforming schools.
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The No Child Left Behind Act, 2005.
Discusses federal legislation for the reform of elementary and secondary education in the U.S. known as the "No Child Left Behind" Act.
2,700 words (approx. 10.8 pages), 11 sources, MLA, $ 95.95
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Abstract
This paper examines the "No Child Left Behind" legislation, looking at its primary themes and the initial reaction of various legislators and educators to the legislation. The paper further discusses the outcome of the legislation in terms of academic achievement as well as the future of the No Child Left Behind Act.
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The No Child Left Behind Act, 2005.
This paper discusses policy making in the US Government and in particular looks at The No Child Left Behind Act of 2002.
2,250 words (approx. 9.0 pages), 10 sources, $ 89.95
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Abstract
This paper studies the process that led to the No Child Left Behind Act. The writer notes that this Act was signed into law by Bush's administration in 2002. The writer points out that the stated aims of this Act were to close the achievement gaps that exist between different groups of children within 12 years, to make sure that every child became proficient in the basic skills of math and reading.
From the Paper
"The writer examines the process that led to the so-called No Child Left Behind Act (officially the Elementary and Secondary Education Act), which was signed into law by Bush's administration in 2002. The stated aims of this Act were to close the achievement gaps that exist between different groups of children within 12 years, to make sure that every child became proficient in both reading and math, also within 12 years, and to raise teacher standards."
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