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Essay / Research Paper Abstract
A 5 page research paper that examines the No Child Left Behind (NCLB) act: the role and impact of this reform idea on student learning, while also analyzing the costs of this law in terms of legal, financial, personal and institutional implementation. Bibliography lists 6 sources.
Page Count:
5 pages (~225 words per page)
File: KL9_khsinclb.rtf
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Unformatted sample text from the term paper:
student assessment since World War I, which is when the U.S. Army utilized the "Alpha assessment test" in order to assign new recruits to "suitable positions" (Smyth, 2008, p. 133).
However, the use of standardized testing in the U.S. public school system reached a new high with the No Child Left Behind (NCLB) act of 2001, as this legislation made
standardized testing the "main vehicle for measuring student and teacher performance" (Smyth, 2008, p. 133). States use the results of NCLB mandated tests to determine "student promotion and placement,
teacher salary, school accreditation, district funding and graduation opportunity" (Smyth, 2008, p. 133). According to many observers, the NCLB is "flawed, developmentally inappropriate, ill-funded" and has the net effect of
leaving "more students, teachers and school behind than ever before" (Smyth, 2008, p. 133). This examination of the NCLB will consider the role and impact of this reform idea on
student learning, while also analyzing the costs of this law in terms of legal, financial, personal and institutional implementation. Role and impact: According to Smyth (2008), the NCLB and
its focus on high-stakes testing has forced teachers to abandon a focus on instruction that stresses the need for lifelong learning that emphasizes exploratory constructive learning in favor of "drill
and kill" tactics that teach "to the test," i.e., focusing on specific methods that are designed to aid students in achieving high scores on the mandatory standardized tests (Smyth, 2008),
p. 133). As indicated above, the idea of using standardized testing to evaluate student academic performance is not new, as history shows that this idea was first tried
in Oregon in 1874 (Abernathy, 2007). At the time, the fear was expressed that standardized testing would result in "all sort of unwanted and unforeseen changes in the behavior" of
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