No Child Left Behind Standardization - 1608 Words

The large change for standardization began with the implementation of the No Child Left Behind Act (NCLB) in 2001. According to professors of education Delilah David, Ingrid Haynes, Bernnell M. Peltier-Glaze, Summer Pannell, and head of Texas Marshall County school district, Carrie Skelton, the NCLB was responsible for a number of undesirable consequences in school administration. Districts became responsible for test scores from individual schools, creating pressures among administrative officials to perform well. The act also made it easier for the federal government to become more involved in education, primarily in its finances. Dr. Martin Wasserburg conducted an assessment of lower-income schools in an urban area and found that t†¦show more content†¦However, the NCLB has fallen far too short of its goal. Standardized testing has not only failed to help disadvantaged students, but has hurt them and their districts as well (Wasserberg). Write more The increase of standardization in education in the years following the NCLB’s implementation brought more undesirable consequences, one of them being the pressure placed on teachers to perform well. More now than ever, teachers are accountable for the test scores and performances given by individual students (Wiliam, Dylan). In fact, the main purpose of standardized testing is not to assess the contextual knowledge of students, but rather to act as an assessment of teacher performance and quality. Teachers are held more accountable for the scores of their students than the students themselves are, despite the proven lack of control that teachers have over test scores. This particular facet of the American education system sets us apart other developing countries, where students are held as equally accountable to their scores as teachers are. According to Dylan Wiliam, two-thirds of the reasoning behind test scores can be traced back to socioeconomic factors, further show ing that teachers have a small influence in a student’s test score, and that they should not be assessed based on them alone. WhenShow MoreRelatedCommon Core s Supporters And Non Supporters974 Words   |  4 Pagesschool system is desperately needed. The United States has fallen behind its peers in the international communities, who participate in the Programme for International Student Assessment, in almost every measurable scholarly subject. Therefore, the United States needs to help its students to become better scholars so they can internationally compete in the business market place. Common Core is also trying to bring a standardization of learning and cohesiveness to all schools across the United StatesRead MoreAmerica s Education Over The Course Of Time1007 Words   |  5 Pagesexample with his school in Chicago. â€Å"During the last thirty-five years with the establishment of the Dewey school in Chicago the elementary area of education in America has become increasingly dominated by the whole-child concept† (Ohio State Universiy Press, 1938). The slogan â€Å"the whole child goes to schoo l† describe a concept that Dewey would work to put into use with his schools in Chicago. However, John Dewey: Educational Philosopher explains how Dewey and his ideas were not always accepted. â€Å"BecauseRead MoreEssay on Standardized Testing1458 Words   |  6 PagesNo Child Left Behind Act and Standardized Testing: State, National, and International American Education has been a work in progress for the past century and a half. To measure its progress, successes, and failings, there are standardized tests. These tests have been used to compare schools, states, and nations. The key subjects being tested as a universal measure are mathematics, reading, and science. To help improve the scores on these tests, the United States put into law the No Child LeftRead MoreNo Child Left Behind and the Common Core State Standards700 Words   |  3 PagesThe main goal of both No Child Left Behind and the Common Core State Standards are to have students perform better primary in Language Arts and Mathematics, though the Common Core State Standards does branch out into other subjects, like Science. With No Child Left Behind, there is a focus on testing on Language Arts and Mathematics and schools that do not improve would face sanctions. With the Common Core State Standards, there is still a focus on testing primary in Language Arts and Mat hematicsRead MoreThe Mcdonaldization Of Society By George Ritzer999 Words   |  4 Pagesmechanistic worldview that applies to the state of education in American society. The calculability idea behind standardization is that each student’s level of progress is measured against set averages. This in theory is supposed to efficiently enable administrators and district officials to hold teachers accountable for the success of their students. The unfortunate result is that standardization limits a teachers’ ability to teach a variety of purposeful topics, prohibits them from diving furtherRead MoreEducational System Reform1071 Words   |  4 Pagesenvy of the world, yet today it has slipped to mediocre at best. Although most people agree that the system needs reform, there are a wide variety of different ideas about how to do so. Some call for privatization of the system, other believe standardization is the proper route, and still others call for more liberalization and resources be devoted to the system similar to some other countries such as Finland. Although many other systems around the world have shown remarkable results, simply mimic kingRead MoreNation At Risk Gave Rise To Two Major Education Reform974 Words   |  4 PagesNation at Risk gave rise to two major education reform movements; accountability and school choice. Federal government started thinking about testing, and standardization, which resulted in No Child Left Behind (NCLB), and Race to the Top. McGuinn’s No Child Left Behind (NCLB), describes the politics of accountability as setting a standard for teachers, testing students to see if the schools meet the set standards, and then holding the schools and teachers accountable for not achieving those standardsRead MoreHigh-Stakes Testing, the Standardized Classroom, and the Marginalization of Multicultural Education1817 Words   |  8 Pagestogether to solve the world’s problems.† These statements by James A. Banks have made a profound impact on my view towards multicultural education and the nation’s current trend of standardization and high-stakes testing. Scholarly res earch shows that the emphasis placed on testing and standards, mandated by the No Child Left Behind (NCLB) Act, is causing teachers to focus entirely on basic skills in reading, writing, and math (Banks Banks, 2010). This focus on basic skills is taking much needed timeRead MoreThe Negative Effects Of Standardized Testing871 Words   |  4 PagesThe Negative Effects of Standardized Testing The purpose of the No Child Left Behind Act is designed to close the achievement gap between high/low performing children and improve/strengthen accountability amongst schools (Department of Education). As a result, the Department of Education has implemented a sanctions and rewards system, stipulated in the No Child Left behind Act. If schools do not perform according to the act, funding will be withdrawn, teachers and administrators could get laid offRead MoreTesting And De Grading Schools : Authentic Alternatives For Accountability And Standardization1080 Words   |  5 PagesGuerrero July 4, 2015 EDDL 941 Book Review Bower, J., Thomas, P. L. (Eds.). (2013). De-testing and de-grading schools: Authentic alternatives to accountability and standardization. New York: Peter Lang Publishing Inc. Synopsis: I found De-testing and de-grading schools: Authentic alternatives to accountability and standardization by Bower and Thomas, an interesting read and consistent with the critiques of high stakes testing and assessment we’ve read about and watched in this class. It is a