In January of 2002, the No Child Left Behind Act was passed to help close the chasm between all students in the United States of America. This was a plan reinforced by the Bush administration and though has received criticisms, is often regarded as a good aspect of his administration.
Today, it is still being revised to fit the needs of our nation’s public schools. This is both a result of the changing times and the oppositions made against it. To read real people’s opinions on the subject matter, or to participate in discussions, I recommend using forums, such as this one.
Among several reasonings, No Child Left Behind holds true to emphasis upon standardized testing. Any student or involved parent or guardian can see the emphasis on reading, math, and writing. Here in Florida, this is shown by the Florida Comprehensive Assessment Test, or better known as the FCAT, which I have personally had to take for roughly eight years.
It is not that standardized testing is notorious for inadequate testing; however, it is notorious for lack of accurate measurements of education. In any case, it partially holds true because if standardized testing stood for knowledge, science and social studies would be emphasized as well.
According to No Child Left Behind, parents and guardians are given more involvement by implementing annual reports and allowing the public access of educational statistics. It has also been said to “…Give flexibility in spending federal money,” as depicted by fldoe.org. The Act also goes as far as to set teacher qualifications for public schools. Though both ideas are desirable, the latter can be opposed with the idea that it is majority the student’s choice to do well and learn. In rebuttal, holding schools accountable for a lack thereof of student’s education is unethical. The Act can merely ensure equal opportunity is given to the students. In other words, none shall be deprived of a public school education. However, it can not ensure what the students will receive from it. It is the student’s responsibility to get the most out of what they are taught. What good is knowledge without proper use and utilization?
Another disagreement regarding No Child Left Behind is actually given in clarity by a student, found here. In their interpretation of No Child Left Behind, it desensitizes officials to students on a personal level. They make claims that it is class sizes that drown out the effectiveness of a public school education. According to the page, teens do not respond as well in large academic settings as they would when they would receive personal attention and establish relationships with the educators. This makes logical sense considering if a comfort level rises, one would feel more inclined to care and respect what the educator was saying and what they were attempting to teach you.
Keep in mind that in any matter, people will seldom not oppose decisions due to their personal beliefs. If there is revision being completed to give the nation’s students equity in opportunity, if there is progress being made, then that is what needs to continue to happen.