Here is the synopsis of our sample research paper on No Child Left Behind Act. Have the paper e-mailed to you 24/7/365.
Essay / Research Paper Abstract
A 5 page research paper that addresses policy issues associated with the NCLB Act. The writer outlines that issue, its background, efficacy of its assumptions and how scholarship addresses this issue. Bibliography lists 4 sources.
Page Count:
5 pages (~225 words per page)
File: D0_khnclbct.rtf
Buy This Term Paper »
Unformatted sample text from the term paper:
as the Act holds "individual schools, school districts and states accountable for improvement in student achievement" (Simpson, LaCava and Graner 67). In order to be in compliance with NCLB, states
must establish benchmarks that can be used to measure school and school district progress and these are used to identify "adequate yearly progress" (AYP) standards (Simpson, LaCava and Graner 67).
AYP goals are measured via standardized tests (Simpson, LaCava and Graner 67). Schools that fail to meet their AYP standards for 2 consecutive years are judged to be "in need
of improvement" and are not only offered assistance but are also "subjected to various corrective and disciplinary measures" (Simpson, LaCava and Graner 67). While it is reasonable to make
schools and teachers accountable for students learning, the NCLB Act does not actually do this-it makes teachers and schools accountable "only for standardized test scores," which many educators feel has
"little to do with what teachers actually do in the classroom or how much learning takes place" (Johnson 34). Therefore, in essence, the NCLBs purpose is to provide "quality control
in an educational assembly line used to asses the effectiveness of schools and teachers" (Johnson 34). Therefore, at the heart of this public policy issue is whether or not is
actually based on true and accurate assumptions of how actual learning takes place. Many scholars, such as Johnson, argue that the Act is founded on a "rigid, outdated factory model"
of education, which imagines students as stepping onto a "thirteen year conveyor belt in kindergarten" and progressing slowly forward (Johnson 34). While NCLB demands accountability, it does not alter this
traditionalist conception of the learning process. Context from which this issue emerged: The impetus behind the current standards-based movement can be traced to the educational theories of Ellwood Cubberley
...