Introduction
In education, every parents, educators, and government officials are trying to recognize the effect and the importance of different educational acts. For they believe that through the enhancement of the education, the students will be better people in the near future.
Background of the Study and Problem Statement
Through the “No Child Left Behind Act”, the policy makers seek to raise their concerns in the academic achievement of the students in different schools. The students under this act will be assessed on a specified content area and then continuously reporting their improvement towards the proficiency. The main focus of the No Child Left Behind (NCLB) Act is placed on the core subjects of the schools which includes the English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography (Rosenbusch, 2005). The idea of the America to improve the learning capabilities of the students is not a bad one but there are many issues that brought this typical act. After several years, the NCLB is once again revived for another round of authorization in educational settings. However, because of the planned reform, the study will cover the two contradicting views towards the NCLB reform.
Research Objectives
There are two importance objectives that were identified in the study. First is to assess the divided views of the people towards the NCLB reform and second is to identify the reason of the government in its reauthorization that supports the NCLB and the reasons of the people that are opposed on its reform.
Research Questions
In the fulfillment of the study objectives, the research correlated several questions. Being the engine, the questions will help in the completion of the study.
1. What are the curricular innovations proposed in the NCLB reforms?
2. What are the reasons on its ineffectiveness before?
3. What are the possible effects of its ineffectiveness in the recent proposed reform?
Literature Review
The reauthorization of the NCLB is clearly based on the past idea in establishing it. The teacher and administrators are divided into two contradicting groups but agreed that there should be major changes if the reform in NCLB is implemented. The reintroduction of the NCLB in the American education institutions is lacking its confidence to provide information on the public and cause disagreements and debates (Hart, 2007). Based on the NCLB, it was designed to help all students meet high academic standards by creating annual assessments that measure the learning outcome of the students that mostly involved the reading and math. The flexibility and local control are the result of the accountability of the Act that will directly affects the schools and the entire state. The NCLB’s part of the intention is to place the greater decision making powers in the local levels where the educators are most in connected with the students. Furthermore, the Act in education reform is designed to improve the achievement not only with the aid of the teacher and by their parents (US Department of Education, 2002). From the Act of 2001, many teachers say that through the integration of algebra, the students can have the knowledge, critically think and solve complex problems with multiple steps. Despite the positive evidences, there are generated waves of protests from schools and officials. The funding of the reform in the school created different insights from the administrators (Toppo, 2004; Rosenbusch, 2005).
Methodology
The utilized method in the study is the comparative case study method wherein the past related literatures incorporate in the latest study. Through the knowledge gained from the past studies, the paper will be able to conduct its own analysis and contribute in the conclusion. Past literatures with regards to the NCLB is a great help for the current study and for the next coming studies because of the past authors own ideas and views, arguments, and analysis.
Conclusion
If there are opposing and supporting groups in the implementation of the reform the quality of the education, teaching, and scientifically-based research and innovation plays in different chances to improve
References:
Hart, P., (2007) “Standards, Accountability and Flexibility: Americans Speak on No Child Left Behind Reauthorization”. Accessed 11 Feb 2010, from http://www.ets.org/Media/Education_Topics/pdf/5884_Key_Findings.pdf
Rosenbusch, M., (2005) “The No Child Left Behind Act and Teaching and Learning Languages”. The Modern Language Journal, Vol. 89.
Toppo, G., (2004) “The No Child Left Behind Act: Three Years Later”. USA Today, March 22. Accessed 11 Feb 2010, from http://www.usatoday.com/educate/college/election04/NCLB3years.pdf
US Department of Education, (2002) “No Child Left Behind: A Desktop Reference”. Accessed 11 Feb 2010, from http://www2.ed.gov/admins/lead/account/nclbreference/reference.pdf
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