In December 2015 President Barack Obama signed a bill to phase out of No Child Left Behind (NCLB) and into Every Student Succeeds Act (ESSA). This bill will ensure that states set high standards for children so that they graduate high school ready to pursue their careers. It will continue to maintain accountability by assuring that if students fall through the cracks, the state will have resources to help put them back on track and improve their schools. ESSA will also empower state and local decision-makers to design their own improvement systems in their schools that have been proven effective, rather than run their schools based on the unrealistic expectations of NCLB. Another goal of ESSA is to make high-quality preschools more accessible
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According to Armstrong, these tests don’t even provide the proper feedback students need in order to improve their performance. Results are reported back to schools months after the test is taken, and there’s no instruction on how to improve the scores. Standardized testing also diminishes the value of creativity and diversity in schools. The initial tests were taken by a “norm” group who fit into this cookie cutter idea of what an American student should be. Their results were calibrated into how the machine determines a grade, which meant every test was graded according to these perfect student ideals. Grading machines don’t take into account that maybe a very bright ESL student had trouble understanding what the test was asking. These machines also don’t make up for those creative students who shed new light upon an answer that is just as brilliant and goes beyond what is even being asked on the test. With high test scores being a high priority of NCLB, valuable teaching time was spent “teaching the test” (Armstrong). The most troubling aspect of standardized testing under NCLB law is that it creates “winning” and “losing” students. Those who score low on tests are labeled as “low students”, “learning disabled”, or “reluctant learners”. Most low achieving students being those who are at a socio-economic disadvantage. Test companies not only manufacture tests, they also manufacture the courses, programs, and special tutors that help prepare for the test. Those students at a high socio-economic advantage are able to utilize these resources and obtain higher
According to Armstrong, these tests don’t even provide the proper feedback students need in order to improve their performance. Results are reported back to schools months after the test is taken, and there’s no instruction on how to improve the scores. Standardized testing also diminishes the value of creativity and diversity in schools. The initial tests were taken by a “norm” group who fit into this cookie cutter idea of what an American student should be. Their results were calibrated into how the machine determines a grade, which meant every test was graded according to these perfect student ideals. Grading machines don’t take into account that maybe a very bright ESL student had trouble understanding what the test was asking. These machines also don’t make up for those creative students who shed new light upon an answer that is just as brilliant and goes beyond what is even being asked on the test. With high test scores being a high priority of NCLB, valuable teaching time was spent “teaching the test” (Armstrong). The most troubling aspect of standardized testing under NCLB law is that it creates “winning” and “losing” students. Those who score low on tests are labeled as “low students”, “learning disabled”, or “reluctant learners”. Most low achieving students being those who are at a socio-economic disadvantage. Test companies not only manufacture tests, they also manufacture the courses, programs, and special tutors that help prepare for the test. Those students at a high socio-economic advantage are able to utilize these resources and obtain higher