Standardized test scores are what drive AYP (Adequate Yearly Progress) and keep schools open. AYP is reached depending on test scores' improvement from last year, from what I understand. If schools are not making AYP they can be put on Academic Watch Status (AWS), or Academic Early Watch Status (AEWS). If these schools do not make AYP for a certain number of years, the schools can be restructured or even closed depending upon the number of years your school has or has not made AYP. So testing is important in this regard. Currently, the school which is being studied for this curriculum case study made AYP this past school year but is on Academic Watch Status, for example, so they have to be careful. Apparently, they have missed making AYP in one of their past years and have to make sure they make it in the future. Education reform (which turned into NCLB) was a campaign point for Governor Bush in 2000. This law mandates 100% achievement; mainstreaming and other failures would bring the average down. The bill was a failure before it started; 100% achievement doesn't make sense. According to Ornstein and Hunkins (2008), socioeconomic status is a deciding factor in who is benefiting from NCLB and who is not (pp. 160). Anyone can see that the schools need reforming. But if the kids aren’t motivated, aren’t excited about learning, any program will fail. In ten minutes they will be looking out the window. It is argued that if Mr. Kennedy wrote such a flawed bill, why is blame assigned to Mr. Bush? Why not simply fix the bill, rather than waiting to use it in the election. I contend that anyone involved in this education legislation has been playing politics with kids' heads. And shame on them. My information is that testing, teaching is left to the states. That method is not set by the fed and cash was promised (though never appropriated -- what has Ms. Pelosi been doing for two years?) to allow them to move from school to school. And I put great stock in moving out of the bad schools.
Flaws in no child left behind act on display in Massachusetts (2011). Available:
Ornstein, A.C. & Hunkins, F.P. (2008). Curriculum foundations, principles, and issues: fifth edition.
Zemelman, S. (1998). Best practices. New Hampshire: Heinemann.
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