Transcript No Child Left Behind Amber Humphries Graham Hayes Amy Harvey

No Child Left Behind
Amber Humphries
Graham Hayes
Amy Harvey
Kate Bloom
Do the positive attributes of NCLB
outweigh the negative
consequences of the act?
• “If a nations expects to be ignorant and
free, in a state of civilization, it expects
what never was and never will be.”
-Thomas Jefferson, 1816
• Taken from the introduction of the NCLB
bill
Effects on Schools and
Administration
• States must produce annual state and
school district report cards that inform
parents and communities about state and
school progress.
• http://www.myscschools.com/reportcard/2
004/high/h4603017.pdf
• States, districts, and schools must assess
95% of students overall, and in every
subgroup.
Effects on Schools and
Administration (cont.)
• Schools that do not make progress must
provide supplemental services, such as
free tutoring or after-school assistance.
• If progress is not made school wide in five
years, the school will be closed and
reopened as a charter school.
Effects on Schools and
Administration (cont.)
• School Rewards
– Successful schools that have made the
greatest progress in improving the
achievement of disadvantaged students will
be recognized and rewarded with “No Child
Left Behind” bonuses.
Effects on Teachers
• Requires every teacher to be “highly
qualified.”
• Every teacher to hold full licensure by
2005.
• By requiring highly qualified teachers,
NCLB might raise class size.
• The required testing takes away valuable
class time and forces teachers to teach
the test.
Effects on Teachers
• The testing can show the students’ weak
areas, implementing reflective teaching
practices.
• Forces teachers to use teaching methods
scientifically proven to increase student
achievement.
Effects on Students
• Pros:
• $1 billion a year over 5 years to strengthen
public schools
• Students scores on reading and math tests are
rising
• Achievement gaps between whites and
minorities is closing
• Children enjoy the benefits of well-qualified
teachers
• By school year 2005-2006 every child grade 3-8
will be tested annually in reading and math
• By 2007-2008 science testing will be added
Effects on Students
• Cons
• By year 2014 100% of students in every state
must score ‘proficient’ on state tests
• means all subgroups in schools must make the
same dramatic progress as the student body as
a whole
• in 2003 in Washington DC their reading goal
was 32% & only 4 out of 5 schools met this goal
• tests for disabled and limited English children is
unfair and unworkable
• cutting time in teaching science, social studies,
art, music, to make time for reading and math
References
• http://www.rda.aps.edu
• http://www.whitehouse.gov/news/reports/nochild-left-behind.html
• http://www.ed.gov/nclb/accountability/index.html
?src=ov
• http://0web5.infotrac.galegroup.com.library.winthrop.ed
u/itw/infomark/679/896/64427770w5/purl=rc1_IT
OF_0_A130342842&dyn=3!xrn_12_0_A130342
842?sw_aep=winthropudl
References
• http://www.isbe.state.il.us/nclb/default.htm
• http://www.onlinejournal.com/Special_Rep
orts/080203Rose/080203rose.html
• http://www.pathsoflearning.org/library/NCL
B.cfm
• http://www.showmenews.com/2005/Mar/2
0050324News017.asp