"No Child Left Behind" Act: New Approaches Needed Term Paper

"No Child Left Behind" Act: New Approaches Needed
The paper reviews the disconnect of educational mandates imposed by the No Child Left Behind Act (NCLB) of 2001 with failures of the educational system to meet requirements.
# 128493 | 2,630 words | 9 sources | APA | 2008 | EC

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The paper identifies serious disconnects between what the No Child Left Behind Act (NCLB) mandates and what is currently and systemically possible. At the heart of the problems of the NCLB, the paper says, are mandates that teaching methods and systems used must be "proven" by rigorous research to be effective. The writer explains that very little reliable research has actually been made to identify what educational techniques can be used on a large scale basis in the United States and argues that the greatest obstacle to a solution is a failure by educational experts to even agree on what the standards for a "proven" system should look like. The paper concludes with suggestions for new approaches that would provide meaningful and long-lasting reform to the NCLB. This paper contains an annotated bibliography.

Literature Review
The Need for Reform
Standardized Testing
The Requirements for Useful Starndardized Testing
Objections to Standardized Tests
The Lack of Proven Programs
What Standards Do We Make?
Theory Versus Application
Bridging the Gap

From the Paper:

"Overall, the results of the findings were that at least two key provisions of the NCLB were either misdirected or ineffective. One, that while the NCLB requires under performing schools to utilize "proven" pedagogy and educational programs to increase student performance, no educational program of any kind has met the standards of the NCLB. In fact, educational developers and researchers cannot even agree on what would be considered a "proven" program. Second, while the theory of Standardized Testing was that assessments drive classroom instruction to focus on reasoning and critical thinking skills, in actuality schools often "Teach the Test", abandoning efforts to teach reasoning and critical thinking skills for the goal of teaching students test-taking skills to inflate test scores."

Sample of Sources Used:

  • Donald R Andrews, Sung C No, Ashagre Yigletu. (2007). Estimation of Derived Demand for and Supply of Better Education in Louisiana. The Business Review, Cambridge, 8(2), 24-28. Retrieved March 29, 2008, from ABI/INFORM Complete database. (Document ID: 1416810341).
  • Audrey Amrein-Beardsley (2008). Methodological Concerns About the Education Value-Added Assessment System. Educational Researcher, 37(2), 65-75. Retrieved March 20, 2008, from ProQuest Education Journals database. (Document ID: 1447864391).
  • Hanushek, Eric A. (1986). The Economics of Schooling: Production and Efficiency in Public Schools. Journal of Economic Literature, 24(3), 1141. Retrieved March 29, 2008, from Research Library database. (Document ID: 1162110).
  • Hickey, D. (2003). Engaged participation versus marginal nonparticipation: A stridently sociocultural approach to achievement motivation. The Elementary School Journal, 103(4), 401-429. Retrieved March 29, 2008, from Research Library database. (Document ID: 322720251).
  • Mervis, J. (2004). Meager Evaluations Make It Hard to Find Out What Works. Science, 304(5677), 1583. Retrieved February 29, 2008, from Research Library database. (Document ID: 654533261).

Cite this Term Paper:

APA Format

"No Child Left Behind" Act: New Approaches Needed (2010, July 26) Retrieved May 17, 2022, from https://www.academon.com/term-paper/no-child-left-behind-act-new-approaches-needed-128493/

MLA Format

""No Child Left Behind" Act: New Approaches Needed" 26 July 2010. Web. 17 May. 2022. <https://www.academon.com/term-paper/no-child-left-behind-act-new-approaches-needed-128493/>