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2002 No Child Left Behind Summary

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Longo, Christopher. "Fostering Creativity or Teaching to the Test? Implications of State Testing on the Delivery of Science Instruction." The Clearing House: A Journal of Educational Strategies, Issues and Ideas 83.2 (2010): 54-57. Academic Search Complete. Web. 8 Mar. 2017. This source addresses the dilemma of meeting state requirements while establishing curiosity and creativity in the classroom, an issue many science educators are currently facing. Longo identifies the penalization of districts with minorities or disadvantaged children as one of the biggest flaws of the No Child Left Behind legislation. By making test material the primary focus of class room discussion, creativity in science curriculum decreases. To combat these issues, some instructors are beginning to create an inquiry-based learning environment that provided more room for …show more content…

"Why It's Time to Replace No Child Left Behind." Time 23 Jan. 2012: 40-44. Academic Search Complete. Web. 8 Mar. 2017. This article addresses the flaws in the 2002 No Child Left Behind (NCLB) educational legislation that intended to improve education and hold schools accountable for success. With required tests being administered to 3rd through 8th graders that demanded success in order for the school to run independently, this legislation created a culture of teaching to the test, while narrowing the curriculum and creating stress for both students and teachers. This source focuses specifically on Rachel Carson middle school, a high achieving institution in various aspects. When the mandated tests are completed, results are divided based on race, income, and gender. This causes schools like Rachel Carson, an academically successful school, to join the 48% of U.S. schools that failed to make “adequate yearly progress” due to small percentages of underprivileged students. While NCLB achieved its goal of bringing the academic gap between various races into the light, no action has been taken to lessen the

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