No Child Left Behind, the education legislation passed in 2001, mandated nationwide proficiency in all students across all grades by the year 2014. The implementation of No Child Left Behind has created issues because of its high-stakes testing, budgeting issues, and proficiency issues; these issues directly relate to concepts in the field of Science and Technology Studies.
The largest issue stemming from No Child Left Behind is high-stakes testing. No Child Left Behind requires that all students in grades three through eight take standardized tests to determine their proficiency. Schools and teachers will often go to great lengths simply to ensure that they do well in their standardized tests (Jackson). This leads to teachers teaching to the …show more content…
One of the main goals of No Child Left Behind was to get rid of the education gap. The National Education Policy Center at University of Colorado, Boulder noted that the annual tests haven’t done anything to combat the education gap (Jackson). Schools that don’t do well in standardized tests get budget cuts; they often end up using austerity measures in their budgets (Lahm). Schools usually cute special education and arts programs; these are the programs that benefit special education students the most. No Child Left Behind was legislated with the goal that all students be proficient in math and reading by 2014. This obviously didn’t happen (“Reforming No Child Left Behind”). States lower expectations so that they meet proficiency standards more easily and look good on annual yearly progress reports without much effort. (Jackson). The highly punitive system linked to high-stakes testing pushes schools to focus solely on raising their test scores, even if it means moving resources away from special education …show more content…
Special education students’ needs often go unmet and their education is therefore stunted. Students with IEPs are rarely given the skills to cope with college life and/or engineering (depending, of course, on the student and the school). This gives IEP students a disadvantage in engineering from the get-go and makes them easier to weed out from the engineering education pipeline. No Child Left Behind itself is legislation and an artifact of United States education policy. There is much political controversy over No Child Left Behind. Right-leaning politicians think of the act as a federal power-grab over education, which left-leaning politicians criticize how No Child Left Behind hurts students and teachers. No Child Left Behind was created to be politically motivated to improve the proficiency of all students in the United States. Special education itself is a workaround to help students with educational disabilities actually have a viable education that will prepare them for the ‘real world.’ This doesn’t always work correctly, as in the Willowbrook school, but can really help students get a head start, like in Cleveland’s Ginn Academy for underprivileged boys (Rich and Lewin). Due to the inefficiencies of No Child Left Behind, states can get waivers from the government that exclude them from having to meet proficiency standards; these waivers
The largest issue stemming from No Child Left Behind is high-stakes testing. No Child Left Behind requires that all students in grades three through eight take standardized tests to determine their proficiency. Schools and teachers will often go to great lengths simply to ensure that they do well in their standardized tests (Jackson). This leads to teachers teaching to the …show more content…
One of the main goals of No Child Left Behind was to get rid of the education gap. The National Education Policy Center at University of Colorado, Boulder noted that the annual tests haven’t done anything to combat the education gap (Jackson). Schools that don’t do well in standardized tests get budget cuts; they often end up using austerity measures in their budgets (Lahm). Schools usually cute special education and arts programs; these are the programs that benefit special education students the most. No Child Left Behind was legislated with the goal that all students be proficient in math and reading by 2014. This obviously didn’t happen (“Reforming No Child Left Behind”). States lower expectations so that they meet proficiency standards more easily and look good on annual yearly progress reports without much effort. (Jackson). The highly punitive system linked to high-stakes testing pushes schools to focus solely on raising their test scores, even if it means moving resources away from special education …show more content…
Special education students’ needs often go unmet and their education is therefore stunted. Students with IEPs are rarely given the skills to cope with college life and/or engineering (depending, of course, on the student and the school). This gives IEP students a disadvantage in engineering from the get-go and makes them easier to weed out from the engineering education pipeline. No Child Left Behind itself is legislation and an artifact of United States education policy. There is much political controversy over No Child Left Behind. Right-leaning politicians think of the act as a federal power-grab over education, which left-leaning politicians criticize how No Child Left Behind hurts students and teachers. No Child Left Behind was created to be politically motivated to improve the proficiency of all students in the United States. Special education itself is a workaround to help students with educational disabilities actually have a viable education that will prepare them for the ‘real world.’ This doesn’t always work correctly, as in the Willowbrook school, but can really help students get a head start, like in Cleveland’s Ginn Academy for underprivileged boys (Rich and Lewin). Due to the inefficiencies of No Child Left Behind, states can get waivers from the government that exclude them from having to meet proficiency standards; these waivers