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The Racial Impacts of the No Child Left Behind

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Preferably all kids would be equivalent, and they would learn with no reservation all through their school profession, yet the world isn’t immaculate and shockingly our country’s children originated from differing foundations that avoid such an equivalent school condition. As a future teacher I have discovered that all kids are remarkable and different. Each children learns in his or her own particular way, and numerous kids are determined to have learning inabilities and impairments, which make hindrances in the learning cycle. The surface this enactment seems like a response to huge numbers of instruction’s issues and insufficiencies, however in the wake of investigating class discourses and readings I have understood this isn’t a wonder to our country’s training issues. The NCLB Act depends on positive standards at its center, however it isn’t an answer for the issues our country’s schools confront. In this paper I will express my resistance to this enactment as a result of its premise on state administered testing as the establishment for measuring our country’s schools, instructors, and understudies. I will research this enactment and its impact on everybody included. The demonstration requires no children to be abandoned; however is this thought genuinely practical with the assets accessible to our country’s educational systems?

The No Child Left behind Act is the latest revision of the 1965 Elementary and Secondary Education Act (ESEA). The ESEA most well-known component is Title I, which is the federal government single largest educational did program and is, designed to assist disadvantage students. Its stated purpose is to ensure that all children have a fair, equal receive high- quality education and reach proficiency on challenging state academic achievement standards and state academic assessments. However, since President Bush passed the current revision in 2002, there have been serious concerns from educators, parents and academics about the implications on the policy for poor and minority children. There are two concerns: first” that test based accountability has inconsistent benefits and several unintended students.” Second “That subgroup accountability rules may sanction a disproportional large number of predominately Black and Latino schools. The test-based accountability provision help provisions help promote segregated schools, and encourage and give incentives for schools to push out minority and poor students while the subgroup accountability rules punish schools with the most diverse populations. The No Child Left Behind Act would better serve all students if instead of test- passed accountability, the Act focused more on the schools overall rate of growth. Focusing on growth makes it less likely those statements about schools quality would simply coincide with the racial and economic background of the school. The No Child Left Behind Act would also benefit from providing realistic remedies for students in failing schools. Although the No Child Left Behind was created by people who had good intentions, the Act punishes poor and minority children as opposed to helping them and should be reformed to realistically allow achievement of its goal. The act has been accused of being an unfunded mandate, over emphasizing testing, and destroying loyal control of schools. The test-based accountability that is the touchstone of the No Child Left Behind has devastating consequences for the poor and minority students and the schools that they attend.

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The test based accountability leads to what many call a “diversity penalty“the schools that are the most racially and economically diverse will tend to be punished because, often schools with diverse populations will have one or more subgroups who will not meet the AYP standards. This could lead to the schools being labeled as a failing school. Once schools begin noticing this trend, they will be reluctant to count the students that belong in these subgroups and many begin to try to push these students out. Subgroups test based accountability also puts diverse and low- income schools at high risk of the failing AYP than white and middle class schools. This is an unacceptable consequence of the Act. Additionally, the test based accountability will lead to segregated schools staying segregated, may make more schools more segregated than they currently are. All these factors add up to one conclusion: that the No Child Left behind Act will turn out to have horrible consequences for poor and minority students and the schools that they attend. Schools trying to succeed under the Act face a starting reality when examining the correlations between the diversity of the school and the likelihood of making AYP. Schools with more diverse populations also have more student subgroups. The No Child Left behind Act was passed with the greatest intentions and the loftiest of goals. The Act was to ensure that every student would receive an excellent education and be proficient according to challenging state academic standards.99 However, ever since the Act’s passage in 2002, there has been debate about what type of impact on schools and students the Act truly has. The NCLBA’s test-based accountability provisions help to promote segregated schools, encourage schools to push out low performing students (the majority who tend to be disproportionately minority or poor), and punish schools that serve diverse populations.

The Act propels segregated schools by giving instructors and watchmen inspiration to keep schools as confined as they starting at now might be. It is extraordinary that minority and understudies in high poverty schools regularly are less disposed to make AYP than white understudies and understudies who go to common laborers schools. Outfitted with this data, gatekeepers and teachers will be less disposed to seek out grouped schools in which to send their children, or to work in. In case the AYP requirements focused on regard included assessment instead of incomparable advancement, this would see schools that have extremely raised understudy’s scores paying little mind to whether they have not yet met a particular benchmark. This would remove the persuading power to disconnect schools, in light of the fact that never again would schools that have high amounts of low performing understudies (routinely minority and understudies from low compensation families) be seen as schools that will doubtlessly not make AYP. These schools would be seen for the updates they have made year to year.

The NCLBA also asks supervisors to drive low performing understudies out of their schools. This is for a comparable reason that the Act progresses confinement. This push out issue is particularly dangerous to understudies in light of the fact that for the most part, if an understudy is pushed out of school, they will end up in prison. A potential response for this issue is refreshing the ensured harbor course of action with the objective that test-based obligation won’t be so solidly associated with the monetary make-up of the school. In case head’s never again have inspiration to banish minority and poor understudies from their schools, these understudies can truly get the prizes of the Act, as opposed to being repelled because of it. At last, the Act has an assumed ‘grouped assortment discipline’ for schools that serve distinctive masses. Studies have asserted that the more varying a school is, the more plausible that particular school is to disregard to make AYP.100 Schools are rebuked for serving more consolidated gatherings. As the amount of subgroups inside a school rises, the level of the understudies that make AYP falls. The response for this issue is mind boggling and incorporates more than basically changing a line inside the Act.

Unfortunately, the Act does not address the foundation of any of these issues. Our nation has an issue called instructive imbalance and it must be tended to. On the off chance that we never recognize that race and financial status do influence how the kind of instructive experience our kids have, this issue will never be unraveled. It is improbable for teachers and guardians to anticipate that all children will have the capacity to achieve a similar benchmark in a similar time period when some of those kids are starting so a long ways behind. Poor and minority understudies have a long history of insufficient assets, inadequate instructors and diluted educational module. These are for the most part issues that should be tended to before we can expect the No Child Left behind Act to genuinely advance a sufficient training for each tyke. Until teachers, approach producers and the central government are prepared to manage these issues, the NCLBA will keep on leaving numerous kids behind.

  • Krieg, J. M. (2011). Which students are left behind? The racial impacts of the No Child Left behind Act. Economics Of Education Review, 30654-664. doi:10.1016/j.econedurev.2011.02.004
  • Walden, L. M., & Kritsonis, W. A. (2008). The Impact of the Correlation between the No Child Left Behind Act’s High Stakes Testing and the High Drop-Out Rates of Minority Students
  • Pettett, W. R. (2012, January 1). The Impact of the No Child Left Behind Act and School Choice on Student Achievement.
  • Abernathy, S. F. (2007). No Child Left Behind and the Public Schools. Ann Arbor: University of Michigan Press.
  • Bogin, A., & Nguyen-Hoang, P. (2014). Property Left Behind: An Unintended Consequences of a No Child Left Behind ‘Failing’ School Designation. Journal Of Regional Science, 54(5), 788-805.

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