No Child Left Behind Amber Humphries Graham Hayes Amy Harvey Kate Bloom

Do the positive attributes of NCLB outweigh the negative consequences of the act? “If a nations expects to be ignorant and free, in a state of civilization, it expects what never was and never will be.” -Thomas Jefferson, 1816 Taken from the introduction of the NCLB bill

Effects on Schools and Administration States must produce annual state and school district report cards that inform parents and communities about state and school progress /high/h pdfhttp:// 004/high/h pdf States, districts, and schools must assess 95% of students overall, and in every subgroup.

Effects on Schools and Administration (cont.) Schools that do not make progress must provide supplemental services, such as free tutoring or after-school assistance. If progress is not made school wide in five years, the school will be closed and reopened as a charter school.

Effects on Schools and Administration (cont.) School Rewards –Successful schools that have made the greatest progress in improving the achievement of disadvantaged students will be recognized and rewarded with “No Child Left Behind” bonuses.

Effects on Teachers Requires every teacher to be “highly qualified.” Every teacher to hold full licensure by By requiring highly qualified teachers, NCLB might raise class size. The required testing takes away valuable class time and forces teachers to teach the test.

Effects on Teachers The testing can show the students’ weak areas, implementing reflective teaching practices. Forces teachers to use teaching methods scientifically proven to increase student achievement.

Effects on Students Pros: $1 billion a year over 5 years to strengthen public schools Students scores on reading and math tests are rising Achievement gaps between whites and minorities is closing Children enjoy the benefits of well-qualified teachers By school year every child grade 3-8 will be tested annually in reading and math By science testing will be added

Effects on Students Cons By year % of students in every state must score ‘proficient’ on state tests means all subgroups in schools must make the same dramatic progress as the student body as a whole in 2003 in Washington DC their reading goal was 32% & only 4 out of 5 schools met this goal tests for disabled and limited English children is unfair and unworkable cutting time in teaching science, social studies, art, music, to make time for reading and math

References child-left-behind.htmlhttp:// child-left-behind.html ?src=ovhttp:// ?src=ov web5.infotrac.galegroup.com.library.winthrop.ed u/itw/infomark/679/896/ w5/purl=rc1_IT OF_0_A &dyn=3!xrn_12_0_A ?sw_aep=winthropudlhttp://0- web5.infotrac.galegroup.com.library.winthrop.ed u/itw/infomark/679/896/ w5/purl=rc1_IT OF_0_A &dyn=3!xrn_12_0_A ?sw_aep=winthropudl

References orts/080203Rose/080203rose.htmlhttp:// orts/080203Rose/080203rose.html B.cfmhttp:// B.cfm News017.asp News017.asp