Nclb Act Pros And Cons

The National Labor Relations Act allows employees to form a union or join a preexisting union. The same act prevents employers from standing in the way of workers attempting to unionize. Many organizations frown on unionization, but regardless of their opinion, they cannot interfere with employment rights. Employers are violating the law if they threaten employee 's jobs, question union activities, or eliminate benefits for employees by unionization. They also cannot offer benefits or perks to employees for refusing to unionize, as this could be seen as illegal persuasion (Employer/Union Rights, n.d.). With that in mind, employers have the right to enforce no-solicitation policies, as long as it does not apply only to labor unions.

Standardize testing has come under a great deal of scrutiny with regarding to correctness and fairness but are still widely used today. The United States have been the most criticized nation as it pertain to the school system. However, several programs sprouted out of the dirt such as physical fitness, core programs and programs for the gifted and not very gifted. The government added the No Child Left Behind (NCLB) which is designed to help less fortunate students improve their education

During the 1970s and the 1980s the achievement gap, or the gap of test scores between minorities and whites, narrowed, and it was believed that we were finally getting to equality. After the 1990s, however, the gap began to widen again. Since then, there has been much debate about whether we are closing the gap, or if there is really any reason to worry about it. The reason why people are so interested in this debate is because it is noted that education is what leads to life chances and opportunities. The No Child Left Behind law was created for this reason, because no parent want to see their child fail, and think that they can’t receive a good education. In the United States, it is believed that if you get good grades you will get into a good college and obtain a degree and a high paying job. Education is the great equalizer among students to achieve upward mobility many think. But is this true? Is the racial gap in education really something to worry about? In the readings that follow, supporters say that the education gap does matter and is widening state. We cannot truly reach equality until the education gap closes, and there is no excuse for it to be widening. Critics of this say, that there are reasons to be optimistic and the gap has gotten smaller over time. Another view is that whether the gap closes, it does not guarantee equality in the job industry, and it may not matter.

The No Child Left Behind Act passed in 2001 by the George W. Bush administration is an act that aimed to close the achievement gap in public schools in order to ensure no child is “left behind”. Many people who know about this act criticize its effectiveness and its methods of achieving this unreachable goal. Not everyone is aware of the details and strict requirements that were set once this program was started, so I will explore the pros, the cons, and the outcomes of this program.

The 14th Amendment was a milestone in the United States history. It is the sole amendment that keeps our people and their rights together. The rights of the people are a major aspect to keeping the American society going in a positive direction. With no rights, the government of the United States would be purely communism with one leader giving all of the orders. In most cases, history has proven that way of running your society is not the most successful way of doing things. Other than the American citizens, another major factor that the 14th Amendment affects is the education system. Keeping the equality between all students is key in today's world. One of the most grossing arguments is on how to have total equality with all races, genders

There are some issues with NCLB that will need to be addressed by Congress when thinking about revisions. The entire system of NCLB is based on a test. This angers teachers in many ways. Because the whole system centers on a standardized test, teachers are no longer teaching students new and exciting curriculum to help them grow. There is no more individualized instruction; everything is scripted curriculum to prepare kids for the test. “The law's annual testing requirements in math and reading have led many schools to pump up the amount of time they spend teaching these two staples — often at the expense of other subjects, such as history, art or science.” (Blass, 2007) Another problem is that the assessment doesn’t take individual learning into account. There is no correction for a learning disability in a student, or for students in Special Ed. Rob Andrews put it best by saying, “A school's AYP (Adequate Yearly Progress) should not be based on standardized tests that fail to account for a child's cognitive capacity… in many cases [the standardized test] is beyond the abilities of special education students.” (Andrews,

Social, cultural, and political variables impact the lives of our children, including their development. One explores the socio-political reality of the Charter School Act of 1998 to our society. There are unwavering viewpoints for and staunch positions against the Act. The Charter School Act of 1998 created an antagonistic war of words concerning the direction of public education. Those in favor of the Act purport its advantageous addition to public school education. Conversely, opponents argue that charter schools will ultimately privatize public education. Nonetheless, this paper seeks to define charter schools, provide

With the scandal starting in 2008, America realized that this indignity thrived under George W. Bush’s presidency. The administration which provided the No Child Left Behind Act (NCLB) within schools. NCLB was President George W. Bush 's reauthorization of the Elementary and Secondary Education Act of 1964 (Kahlenburg, 2008, p. 1). Those investigating the effectiveness of it have suggested that the Act encouraged the removal and expulsion of "challenging" students through strict performance standards (Kim et al. 2012, p. 25). This criticism suggests the involvement of NCLB as a force perpetuating the "School to Prison Pipeline" connection. Other criticisms of NCLB include: the standardization and pressures of testing, the effort to privatize education, and its lack of effectiveness within the classroom due to the pressures of rigid federal expectations. Studies suggest that the reform did not lower drop-out rates, but put substantial pressures on schools. In Meir and Wood 's Many Children Left Behind, in Houston, Texas, where "much of the NCLB legislation is based... the district claimed a dropout rate of 1.5%" when, in fact, at one particular high school, about 25% of the students left during the 2001 - 2002 school year, and were labeled as continuing their education or going back to their home country; although, they had not claimed of doing so (Meir and Woods,

Another program designed to close the achievement gap between low-income students and their higher-income peers is No Child Left Behind (NCLB). The No Child Left Behind Act of 2001 developed out of the Elementary and Secondary Education Act of 1965, as well as the recommendations made by the National Commission on Education Excellence during the 1980s. Through its focus on standards, accountability, and parental options, it seeks “to provide a quality

Revision and the reauthorization of the Elementary and Secondary Education Act of 1964 could affect real change to current practices. Its current version, the No Child Left Behind Act (2002), extended the testing and accountability measures first enacted into legislation in the prior revision and reauthorization of the ESEA, the Improving America’s Schools Act of 1994. NCLB led has to massive amounts of data being collected and stored in ways unimaginable when it was signed by President George W. Bush. This large scale digital data collection would continue under both the House and Senate’s recent revisions of the ESEA, as would the escalation of digital learning tools.

At the start of the school year in 2012, public schools in Virginia and Washington D.C. announced how many students would have to pass that year’s test in each racial group for the schools to remain with a good rating, “For example, in Virginia only 45% of black students in each school must pass standardized math tests while 68% of whites, and 82% of Asians must do the same” (Why It’s Time to Get Rid of Standardized Tests). These schools are setting different academic bars for each race to compete with. While the officials say that those plans were not discriminatory, what these schools do not realize is that if some students are expected to achieve less than others, it will lower the academic expectations for those students, further widening the gap in education. As well as racial bias in standardized testing, there is also a language barrier between students. If two students are taken from the same classroom, one may have been speaking English since they were a toddler, while the other may have just recently moved to America. Not knowing a lot of the English language, students with English as their

The No Child Left Behind Act of 2001 has focused recent attention on the problem of dropout and is driving efforts to increase graduation rates for all students. This law holds schools accountable for student progress using indicators of adequate yearly progress (AYP), including measures of academic performance and rates of school completion. Educators, administrators, and policymakers at district and state levels are in need of interventions that will increase high school graduation for all students, especially those at risk of school failure. With the recent emphasis on accountability, personnel from local and state education agencies are charged with developing programs that engage students in school and learning, ensure acquisition of academic

There are plenty of problems in public education in the United States. There has been much discussion about the new “21st century” skills, standards, and requirements that teachers should be teaching their students that they almost get lost in what the main goal is-to teach students. Today, it seems the number one goal is to get students ready for college, when in reality, that may not be what the majority of our young learners really need to be focusing on, or it may not be their end goal. There is such a demand for higher-level thinking and differentiated skills, which only puts more pressure on teachers to get their students to pass the standardized tests that the government is requiring. School districts are threatening teachers that if

The achievement gap: these two words plague the K-12 education system in the United States. The disproportionately low academic performance of students of color compared to their white counterparts has stirred many conversations. In general, there have been two responses. The first romanticizes the gap as the troubles of hopeless students of color and calls for interventions that include tracking, strict standardized testing, and a banking curriculum. The second response calls for action at the larger structures. Educators are urged to implement social justice awareness curriculum. The way that these responses have been conceptualized is an important part of understanding the problem. Therefore, it would be helpful to examine the way that

There is no doubt that using ICT in ESL education facilitates students’ learning process and improves teachers teaching the process. A common fact which is analyzed in the articles is the challenges ESL teachers anticipate when integrating technology into their classrooms (Wathudura, 2017). Rabah (2015) identifies teachers’ perceptions of the challenges and benefits of ICT usage in English Quebec School Context. According to this study, the barriers that impaired the ICT use in English are: lack of infrastructures of technological sources that needed huge funds to support the availability of technical sources, insufficient support from the leaders in educational settings, and redesign old schools to accommodate