Aligning Education Systems

3962 words, 16 pages

Intro Sample...

Since it’s implementation in 2002, the No Child Left Behind Act (NCLB) has been intended to boost student achievement and hold schools accountable for students’ progress. This act was met with sweeping support. The business ideals incorporated into the act in the form of accountability were thought to produce achievement in students just like in the business world. However, the act that was passed with flying colors was quickly met with concerns. One of the biggest flaws of NCLB was that it called for 100% proficiency on standardized tests nationwide by all students by the year 2014. The target date has passed so now what? The federal government’s answer is: Every Child Achieves Act of 2015. It seems the answer to NCLB and its failure is... View More »

Body Sample...

States may create an accountability system, but the effectiveness of the systems would vary greatly. Although some states may create successful and effective systems, others may create poor accountability measures. Also, states are given the leeway to come up with their own testing systems. According to Steven M. Singer, “The biggest flaw in this proposed act is that it keeps annual testing in place. If approved in its current form, public schools would still have to give standardized tests to children in grades 3-8 and once in high school” (Singer). Singer shares the opinion that despite state control over testing, the federal government would still require annual testing. Flexibility with testing will allow each state to implement a system based on how that state feels about testing. For instance, states that support standardized tests would opt to give comprehensive tests while states that oppose these tests could essentially “opt out” by giving simple, non-comprehensive assessments. Furthermore, state control over standards would play out the same way. A similar situation can be seen in the past. The government attempted to create a set of national history standards, which were met with great opposition. States therefore created their own standards. The National Academy of Education discusses the situation, “[…] the political solution of adding in everyone’s favorite content area topic created overly-full, encyclopedic standards in some states, or vague, general statements in others” (Shepard, Hannaway, and Baker 3). Similar to the problem with accountability and ...

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