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The NCLB Act and Rural Children, 2007.
A research proposal exploring the impact of the "No Child Left Behind" Act in the rural areas of the U.S.
1,898 words (approx. 7.6 pages), 9 sources, MLA, $ 60.95
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Abstract
The proposed study aims to investigate the results thus far of implementing the "No Child Left Behind" (NCLB) Act in rural schools, especially regarding children with special needs. The study explores whether or not this program is accomplishing the primary purpose of promoting equal educational outcomes for every student, regardless of location.
Outline:
Problem Statement
Purpose Statement
Research Questions
Review of Literature
Methodology
Research Design
From the Paper
"This study has several purposes. First, it will study the impact that the implementation of the NCLB has had on rural schools overall. Some programs seem to be brought into schools without the benefit of prior testing or verification. Second, it will drill down further to see how it is affecting those children who are actually supposed to benefit from this Act. For instance, it may be found that although the program in some U.S. school systems does achieve its intent of eliminating achievement gaps that exist between student groups, other school systems are not appropriate for this educational approach. Third, based on the open-ended responses of the teachers, the study hopes to uncover salient features of schooling that matter in enhancing the teachers' capacity to promote the well-being of their students."
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No Child Left Behind (NCLB) Act, 2004.
This paper discusses the failures of the No Child Left Behind (NCLB) Act.
3,910 words (approx. 15.6 pages), 15 sources, APA, $ 106.95
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Abstract
This paper uses change management theories, which suggest two-way communication within a clear power structure and a blueprint for planned change, to explain why this Act has failed. The author points out that, when mandating the NCLB Act, the federal government gave control of effecting these changes over to the states and neither fully funded them nor arranged for them to be overseen in a coherent fashion; therefore, change was not implemented completely because of power struggles, miscommunication, lack of incentive, and funding. The paper suggests that, in the future, if change is to be wrought federally in a systematic top-down fashion, it may be necessary to overhaul the entire system by which public education is provided, so that the hierarchy is responsive to federal demands and under the direct supervision and direction of a national department of policy and curriculum.
Table of Contents
Introduction
NCLB Implementation
Assessing the Problem through Change Management, Systems Thinking and Organizational Development Principles
Suggested Strategy for Facilitating Educational Reform in the United States
From the Paper
"The NCLB mandated changes certainly apply as having an affect on the accountability structure of the education superstructure. In addition to creating strict standards for accountability, it gives far more power regarding the daily control and domination of the school system into the federal government and national bureaucracies than was previously located there. So one may see that this bill does represent is in fact a form of organizational change, both of accountability and power structure. Because it is a vast sort of change, one can see that it must be treated with finesse if utter havoc (which some teachers predict) is to be avoided."
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No Child Left Behind (NCLB) Act of 2001, 2006.
This paper argues that the No Child Left Behind (NCLB) Act of 2001 has a negative impact on teachers, students and parents.
2,650 words (approx. 10.6 pages), 9 sources, APA, $ 79.95
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Abstract
This paper explains that there are many positive goals associated with the NCLB Act; however, the Act ultimately takes the control of classrooms away from the schools, teachers, parents, and communities who are directly accountable to the children. The author points out that the national standards are forcing schools to move away from creative, individualized and caring programs, where teachers learn about each child's learning style, towards a generic program for all students. The paper states that schools are forced to eliminate excellent programs, which work under the challenging conditions of poverty and disease, and instead implement programs, which are effective simply because the groups being served are not as challenging.
Table of Contents:
Introduction
Results of the Act
Impact on Assessment
Impact on Equity
Impact on Teachers, Parents and Schools
Conclusion
From the Paper
"According to Robert Linn, the criterion of equity needs to be applied to any assessment. It is a mistake to assume that shifting from standardized tests to performance-based assessments will eliminate concerns about biases against racial/ethnic minorities or that such a shift will necessarily lead to equality of performance. Although many at-risk students come to school deficient in prior knowledge that is important to school achievement, teachers and schools can make a substantial difference through the construction of assessments that take into account the vast diversity of today's student populations."
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No Child Left Behind Act (NCLB), 2005.
A research proposal to examine how teachers and education administrators regard the NCLB Act.
15,400 words (approx. 61.6 pages), 21 sources, APA, $ 249.95
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Abstract
The NCLB Act has placed greater demands on states and school districts than ever before. States are expected to define the level of proficiency that all students are expected to reach and set a timetable for schools to bring all their students up to this level by school year 2013-14. This paper shows that, while some initial studies have documented the problems associated with implementing the NCLBA, there is sparse research that documents the perceptions of teachers and administrators as to the current state and alignment of schools in relation to the NCLBA. There remains a need to further explore and document such perceptions, including those associated with the NCLBA and leadership, teaching and learning processes, technology, parental involvement, stakeholder involvement, local school council, knowledge on special education, teacher qualifications, and the degree to which yearly progress is being achieved. The overall purpose of this proposed dissertation study, therefore, is to investigate and further document current perceptions of teachers and administrators regarding NCLBA.
Paper Outline:
Background/Context of the Problem
Statement of the Problem
Research Questions
Purpose of the Study
Research Methodology
Research Design
Literature Review
References
Teacher Questionnaire
From the Paper
"Research conducted after the first year of NCLBA implementation suggested that while the federal government had made lofty promises for the success of this initiative, the magnitude of change that needed to occur in American public education to bring about those promises had been underestimated (Center on Education Policy, 2003) . As also reported by the Center on Education Policy (CEP), while President George W. Bush had supported a significant increase in appropriations for the first year of NCLB as part of a political compromise to get the measure enacted, his budget for the second year proposed a much smaller increase with the states lacking the financial resources to make up the funding difference. Additionally, as concluded by the CEP, since the Act was signed, the nation's attention and resources have shifted to a war on terrorism and preparation for engagement in a war in Iraq. According to the report provided by the CEP, while the original ESEA failed because it provided money without accountability, the NCLB Act demands heavy accountability without much greater federal financial and technical assistance, representing an approach no more likely to succeed."
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The No Child Left Behind Act (NCLB), 2008.
An analysis of the impact on a local school of the No Child Left Behind Act.
971 words (approx. 3.9 pages), 3 sources, APA, $ 34.95
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Abstract
This paper discusses how the No Child Left Behind Act (NCLB) initially posed significant issues for local schools. The paper then presents an interview with a county office administrator, superintendent and principal at a local public school who relate the NCLB's impact on their functioning and education in general. Additionally, the paper highlights the leadership in the school system that served to motivate teachers and staff members. The paper discusses how schools still experiencing issues with NCLB would benefit from this school's approach to the issue.
From the Paper
"The No Child Left Behind Act (NCLB) was signed into law in 2001 and was intended to ensure that all children were in receipt of an appropriate education in the United States ("A Guide", 2005). By appropriate education, the government meant that all children, regardless of race or ethnic origin, socioeconomic status or locale would be capable of graduating from public school systems with the ability of progressing toward a positive existence in society. This law was passed at a time when it was evident that many high school graduates could not read or write and lacked the basic skills needed to compete within the adult workforce. Therefore, the president and congress believed that the only manner of addressing the issue was to create a law that would ensure that basic educational skills were being taught and learned. The manner of measuring success of these tasks has been through annual standardized testing that all schools must undergo in order to display their adherence to the law."
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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 of 2001, 2002.
An overview and discussion of the NCLB Act which modifies the role of the Federal Government in K through 12 education.
2,287 words (approx. 9.1 pages), 6 sources, MLA, $ 70.95
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Abstract
On January 8th, 2001, President Bush signed the No Child Left Behind (NCLB) Act of 2001 into law. This law is a summation of Bush?s reform of education platform and contains some of the most sweeping of all changes and modifications to the Elementary and Secondary Education Acct (ESEA) since it was put into law in 1965. The paper shows that this act has resulted in a great deal of controversy on all sides of the issue. The paper examines the nature of the NCLB, its impact and the controversy over the issue.
From the Paper
"The new requirements for accountability include documentation of the program's effectiveness in supporting technology integration into curriculum and instruction and the intervention's influence on instructional practice. Research is showing that technology can effectively capture information about change in teachers' use of technology. For example, the California Department of Education developed the California Technology Assistance Project/Technology Assessment Profile, a tool for teachers to self-assess their competency in integrating technology into instruction. Typically, teachers complete CTA online before and after staff development. Results are graphically reported online as well. The state recommends that school districts use CTA as part of the overall assessment strategy and to assess the effects of the NCLB-EETT requirement that 25% of the technology funding be used for staff development (Cradler and Cradler, 2002)."
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No Child Left Behind Act, 2008.
A critical analysis of the No Child Left Behind (NCLB) Act of 2002.
702 words (approx. 2.8 pages), 4 sources, APA, $ 25.95
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Abstract
This paper analyzes the No Child Left Behind (NCLB) Act, which was signed into law in 2002 by President George W. Bush. The paper describes the rationale governing the Act as well as the desired outcomes. It also describes criticism of the Act by various parties, both before and after its passage and then briefly describes the success of the Act in achieving its desired outcomes.
From the Paper
"Others, however, maintain that NCLB does precisely what it is designed to do. Representatives from the U.S. Department of Education stress NCLB's successes, noting that the fourth anniversary of NCLB has come with increased student performance in all domains assessed by the testing process. Schools and teachers are also conforming to the increased emphasis on certification and are engaged in improving student performance. The criticisms of funding are dismissed on the grounds that the money has come in different venues to the states, or that it will be reimbursed in the future. Finally, the testing process continues to be refined and doing so is a work in process: the initial phase of NCLB is concluding and after this point, the previously-stated beneficial outcomes of the testing process can be realized (Hess & Petrilli, 2006)."
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No Child Left Behind Act, 2007.
An analysis of the growing opposition to the No Child Left Behind (NCLB) Act of 2002.
1,838 words (approx. 7.4 pages), 7 sources, APA, $ 58.95
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Abstract
This paper discusses the criticism against the No Child Left Behind Act (NCLB) of 2002, which aims to close the achievement gap by holding school districts and states accountable, encouraging the use of flexible educational approaches and supporting parents' rights to school choice. It details the lawsuit filed by the state of Connecticut against the federal government claiming that the overall differences in levels of funding and costs to the state, due to NCLB, were preventing the state from more effectively using its resources. The paper goes on to describe the growing opposition to the Act.
From the Paper
"Following Connecticut's lawsuit, other states, such as Colorado, Utah, Hawaii, Maine, New Mexico, and Virginia have passed similar resolutions critical of the law (Conrad 2005). Moreover, there is a growing number of teachers at the grass-root level that do not support the No Child Left Behind legislation, such as the San Francisco's Teachers for Social Justice, which tackle many issues affecting marginalized students and colleagues (Conrad 2005). While educators are organizing at the grass roots, teachers' unions and parents are publicly opposing the No Child Left Behind Act (Conrad 2005). In fact, this "one-size-fits-all" mentality is now being questioned by a growing number of state legislators, school administrators, and teachers who believe that the NCLB Act is actually hurting teacher preparation programs and places far too much emphasis on testing and reporting provisions, without adequate funding (Odland 2006). A 2004 study, has calculated that NCLB, over time, will result in the failure of all schools, based on mathematical flaws in the formulas for calculating adequate yearly progress (AYP) (Lemberger 2006)."
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The Equal Pay Act of 1963 and the Civil Rights Act of 1964, 2006.
A discussion on whether the Equal Pay Act of 1963 and the Civil Rights Act of 1964 have managed to meet their intended objective of eliminating discrimination in relation to equal pay.
1,125 words (approx. 4.5 pages), 4 sources, $ 44.95
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Abstract
Legislation relating to discrimination in the workplace that affects modern workers can be related to the Equal Pay Act of 1963 and the Civil Rights Act of 1964. The Equal Pay Act focused on gender and wages, attempting to create a national law that prohibited employers from paying women less than men for the same type of work. This paper maintains that, unfortunately, discrimination in relation to equal pay still exists in the United States, demonstrating that these laws had little effect on the realities within the workplace.
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The No Child Left Behind Act, 2005.
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'.
1,094 words (approx. 4.4 pages), 4 sources, MLA, $ 38.95
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Abstract
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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No Child Left Behind Act, 2008.
This paper assesses the federally legislated education initiative, No Child Left Behind and argues that, while there are some shortcomings to NCLB, it has produced a generally positive impact.
775 words (approx. 3.1 pages), 3 sources, APA, $ 27.95
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Abstract
This essay assesses No Child Left Behind (NCLB), an act developed by federal legislation that authorizes programs intended to improve academic performance through new standards of accountability by schools, school districts, and states. The author makes the argument that, while there have been inconsistent findings regarding NCBL's effectiveness, the act has stimulated the adolescent to greater academic achievement by involving various forms of competition, while motivating students to identify with the school, to excel over self and over other schools.
Outline:
Overview of the NCLB Act
Mandates of the NCLB (2002)
Mission Viejo High School and District Scores
How Teachers and School Districts Meet NCLB Demands
Impact of the NCLB on US Adolescent Education
From the Paper
"Another means by which teachers and school districts meet NCLB demands consists of incentives and resources provided by law. Annual testing is done against standards, and achievement results are analyzed and reported. Technical assistance is provided. As of 2006, highly qualified teachers were provided for core academic subject areas, along with highly qualified aides (Ruiz, 2002). The law also provides support for students with special needs or who have difficulty meeting the standards. The law also provides scientifically proven programs and strategies to help teachers and school districts to meet the standards. Funding for the same purpose to districts and states has amounted to one billion dollars. That money is used for teacher professional development, reading readiness programs for preschool children, and education technology (Ruiz, 2002)."
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No Child Left Behind Act of 2001, 2008.
Looks at the leadership of Secretary of of Education Rod Paige during which the controversial No Child Left Behind Act (NCLB) of 2001 was passed and implemented.
895 words (approx. 3.6 pages), 4 sources, MLA, $ 31.95
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Abstract
This paper explains that the Secretary of the Department of Education (DOE) from 2001 through 2005, Rod Paige, is a controversial figure. The paper describes Secretary Paige's primary responsibility for the initial passage and implementation of the No Child Left Behind Act (NCLB), which has been the most sweeping educational reform legislation in a generation, intended to raise all schoolchildren in the United States to a uniform level of achievement by 2014. The paper then presents several important issues contributing to the failure of the DOE to fully come to terms with the complexities and enforced uniformities of NCLB. The paper concludes that Paige's own controversial stances and excessively strident political viewpoint may have reduced his potential effectiveness during his term.
From the Paper
"Paige went on to note that with over 15,000 individual school districts in the nation, with assessment and governance standards varying almost on a district-by-district level (and certainly on a state-by-state level), he made it a priority for his department to work closely with each state to institute appropriate assessment and accountability programs. He stated that this first goal was accomplished (in 2003) for all fifty states, in large part due to the cooperation of delegations from many states, which had been invited to meet with DOE leadership in Washington, D.C., to discuss their issues and concerns."
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Hernando County's Educational System, 2004.
A report on the status of the Hernando County education system under the "No Child Left Behind" (NCLB) Act.
3,500 words (approx. 14.0 pages), 9 sources, MLA, $ 98.95
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Abstract
This paper discusses the effect the "No Child Left Behind" Act is having on the education system in the Hernando County. The paper analyzes the current and potential harm that can be done in the name of this federal educational reform. The paper offers the suggestion to repeal the NCLB Act and return management of local school districts to local school officials, parents, students, and other concerned citizens in each district.
Table of Contents
Executive Summary
Introduction
Hernando County?s Current NCLB Situation
The Hernando County Situation in a Larger Context
National Commentary on NCLB
Recommendations
Appendix A: 2004 Adequate Yearly Progress (AYP) Report ?District Level, Hernando
Appendix B: 1004 Adequate Yearly Progress (AYP) Report, Hernando
References
From the Paper
"The No Child Left Behind (NCLB) act has stamped modern American education with the mark of mediocrity. In mandating that all school districts in the nation live up to a set of standards or lose important Title 1 funding for their disadvantaged schools, and by imposing sanctions that are draconian in their effects, the federal government is imposing the will of Congress on the choices of parents. In addition, the dissonant requirement that states set their own standards creates disparity of a magnitude unimaginable before the federal government decided to intrude into this most important, not to say intimate, local issue between children, parents and those who are entrusted to educate those children."
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No Child Left Behind Act, 2007.
An analysis of the successes and limitations of the No Child Left Behind Act of 2002 in the United States.
2,976 words (approx. 11.9 pages), 8 sources, MLA, $ 87.95
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Abstract
This paper discusses the No Child Left Behind (NCLB) Act of 2002 in the United States. The paper describes the educational motives behind the formulation of this act. It goes on to describe the requirements of the Act and the issues that have arisen in its implementation. The paper then presents recommendations to limit the flaws of the implementation of the Act within the schools.
Table of Contents:
"Adequate Yearly Progress" (AYP)
Qualified Teachers
Involvement of Parents
Schools and NCLB
Bottlenecks
States and Federation Conflict
Parents' Point of View
Issues Related to Teachers
Children with Disabilities
Issues Related to Schools
Concern about Other Subjects and Activities
Reading Conundrum
Recommendations
From the Paper
"One thing that NCLB seeks to improve is reading comprehension of students. Schools in an attempt to raise reading scores are indulging in counterproductive things like strategy exercises and test prep. The problem here does not lie with the law itself but how the things are being implemented. The schools rather than being learning grounds have more become test prep centers. The focus on tests has removed the importance of learning. The reading programs being implemented are using content-poor exercises. Most of the time these exercises fail to stimulate the intellectual capacity of students. As mentioned earlier the emphasis on reading exercises have also excluded subjects like history, science, and the arts. In fact such subjects help in improving the reading capabilities of students more."
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