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Essay / Research Paper Abstract
A 10 page research paper that discusses how teachers see the No Child Left Behind (NCLB) act. The NCLB radically changed the nature of the public school system as it serves to deemphasize the local control of public schools, which has been a hallmark of American public education since its inception. The NCLB began to affect schools in the 2002-3 academic years, which means its effects have been ongoing for the last six years. This brings up the question of how do teachers, six years into the NCLB, perceive this legislation and its implications for the future of education in America. This literature review focuses on this question and the opinions of educators, rather than politicians or the general public. Bibliography lists 11 sources.
Page Count:
10 pages (~225 words per page)
File: D0_khnclbte.rtf
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Unformatted sample text from the term paper:
Bush that demands stringent levels of accountability from the public schools system in terms of student achievement as measured by standardized testing. Essentially, NCLB changed the nature of the American
public school system as it shifted the governance of these schools away from a system of public school boards and elected officials and pushed it toward becoming a "market-driven
system of proprietary schools," which are subsidized by local, state and federal governments, but "organized around the principle of customer choice" who selected among "education service providers" (Chapman, 2007, p.
25). In other words, in this new paradigm, public schools compete within a marketplace that includes both private schools (including religious schools), charter schools and for-profit schools) (Chapman, 2007).
The accountability movement is "essentially a movement for more effective top-down control of the school" (Moe, 2003, p. 81). The NCLB radically changed the nature of the public school system
as it serves to deemphasize the local control of public schools, which has been a hallmark of American public education since its inception. The NCLB began to affect schools in
the 2002-3 academic years, which means its effects have been ongoing for the last six years. This brings up the question of how do teachers, six years into the NCLB,
perceive this legislation and its implications for the future of education in America. The following literature review focuses on this question and the opinions of educators, rather than politicians or
the general public. Abernathy (2007) points out that the idea of using standardized testing to evaluate student performance is not new, as it was first tried in Oregon in
1874. It was noted at that time that having to meet the requirements of standardized testing can result in "all sort of unwanted and unforeseen changes in the behavior" of
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