Memorandum: No Child Left Behind (NCLBA) Briefing
Of course, we as administrators and educators in the educational district of X pride ourselves on fostering creativity and tailoring our educational initiatives to individual students' needs. But given the recent passage of the No Child Left Behind Act. (NCLBA) we may need to reevaluate critical facets of our program and philosophy. The No Child Left Behind Act. (NCLBA) is one of the most controversial recent educational initiatives of recent memory. For many educators, NCLBA is both confusing in its vagueness and overly directive in its prescriptions. But it cannot be ignored and it is crucial that all relevant personnel become familiar with its implications. The law requires states to test students and report on their progress, but does not specify what those standards should be. States set the standards for schools. Failing schools must allow students to enroll in public sch
Some states have set lower standards or created easier tests. Students in schools deemed unsafe from a physical standpoint may also exercise choice, further empowering the student and the students' parents as consumers of education, rather than as participants in an educational community. The theory behind the legislation is that if enough students leave a failing school, not only will the students improve their personal individual performance by being allowed to go to a better school, but failing schools will be forced to change their approaches to education. The failing schools will also not receive as much funding because of their lower numbers of students. Although no school likes to teach to the 'test' it is essential that all teachers become aware of the state standards, and at least familiarize students with the sort of material that will be covered in the exam, specifically in the content areas of reading and mathematics, as specified in the act. According to the dictates of the act, all school districts such as ours, that is, Title I-eligible schools, must meet adequate yearly progress standards. It is states, not the federal government that designed the legislation that determines the standards for what constitutes acceptable student performance. The states design the tests, and determine what constitutes proficiency. If they do not for two consecutive years they must allow students to enroll in a better public school in the district (Kafer 2004). ools whose students show stronger results. The act also provides increased aid to schools to improve technological resources, which is one aspect of the act we might as a school wish to deploy to our advantage. But states and schools do not lose funds specifically for poor performance although will often be the end result (Kafer, 2004). If this fails to show results, in the fifth year, the district is must restructure the school. Additionally, if our school does not meet the state-determined standards after three years of sub-par performance, our district must provide low-income students with free tutoring.
Common topics in this essay:
Title I-eligible,
Act NCLBA,
Superintendent P-,
failing schools,
kafer 2004,
child left act,
students enroll public,
allow students enroll,
Left Act,
Child Left,
left act nclba,
meet critical,
child left,
allow students,
students enroll,
act nclba,
left act,
aspect act,
schools receive,
|
Acceptance Essays
