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Essay / Research Paper Abstract
This 4 page paper provides an overview of the No Child Left Behind Act (NCLB) and the implications for current methods of instruction. This paper considers the impacts and determines that this is not a beneficial act for schools and learners. There are 3 sources cited.
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4 pages (~225 words per page)
File: MH11_MHNCLB999.rtf
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Unformatted sample text from the term paper:
call for accountability in public education and for assessing both local and state adherence to principles for demonstrating school performance. The NCLB Act maintained the importance of both state
and local governments in determining performance outcomes for schools and school districts in reading and math that were measurable and comparable, in order to be eligible for federal Title I
funding. Though the legislative act did provide support for some methods of improvement, the call for comparative data from school districts led to a focus on achievement and testing
that translated into the best performance scores by learners. Critics have argued that the NCLB fosters a "teach to the test approach," one
that is shaped by the fear of lost federal dollars as an impetus for performance improvements. Initially, this focus seemed warranted because, as the Bush Administration identified, there was
a need to improve student achievement and to make schools accountable for what they are producing. The Act placed schools and districts in the position of ensuring their students
demonstrated annual improvements in standardized testing, especially for grades 3-8 (U.S. Department of Education, Executive, 2004). When schools fail to meet adequate yearly progress (AYP) goals, they could face
corrective action on the part of the federal government, including lost federal funding. Since its inception, the NCLB Act has placed considerable pressure on educators and administrators to apply
changes and demonstrate performance improvements. Researchers have also demonstrated concerns over the fact that the NCLB does not necessarily address the
factors that lead to poor perofmrnace measures in certain popuations (Simpson, 2004). Though the impetus of the Act is to improve perofmrnace in core academic subject areas, many shcools
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