The flaws of the education in the united states and standardized testing

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The flaws of the education in the united states and standardized testing

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The United States House of Representatives passed the bill on December 13, voting —41[8] and the United States Senate passed it on December 18, voting 87— Provisions of the act[ edit ] No Child Left Behind requires all public schools receiving federal funding to administer a statewide standardized test annually to all students.

If the school's results are repeatedly poor, then steps are taken to improve the school. Students have the option to transfer to a better school within the school district, if any exists.

Missing AYP in the third year forces the school to offer free tutoring and other supplemental education services to students who are struggling. If a school misses its AYP target for a fourth consecutive year, the school is labelled as requiring "corrective action," which might involve wholesale replacement of staff, introduction of a new curriculum, or extending the amount of time students spend in class.

A fifth year of failure results in planning to restructure the entire school; the plan is implemented if the school unsuccessfully hits its AYP targets for the sixth consecutive year. Common options include closing the school, turning the school into a charter schoolhiring a private company to run the school, or asking the state office of education to run the school directly.

States must create AYP objectives consistent with the following requirements of the law: The objectives must be set with the goal of having all students at the proficient level or above within 12 years i. AYP must be primarily based on state assessments, but must also include one additional academic indicator.

The AYP objectives must be assessed at the school level. Schools that failed to meet their AYP objective for two consecutive years are identified for improvement.

The flaws of the education in the united states and standardized testing

School AYP results must be reported separately for each group of students identified above so that it can be determined whether each student group met the AYP objective.

States may aggregate up to three years of data in making AYP determinations. The act requires states to provide " highly qualified " teachers to all students. Each state sets its own standards for what counts as "highly qualified.

Each state decides for itself what counts as "one high, challenging standard," but the curriculum standards must be applied to all students, rather than having different standards for students in different cities or other parts of the state.

The act also requires schools to let military recruiters have students' contact information and other access to the student, if the school provides that information to universities or employers, unless the students opt out of giving military recruiters access. This portion of the law has drawn lots of criticism and has even led to political resistance.

For instance, in in Santa Cruz, Californiastudent-led efforts forced school districts to create an "opt-in" policy that required students affirm they wanted the military to have their information.

This successful student organizing effort was copied in various other cities throughout the United States. According to the legislation, schools must pass yearly tests that judge student improvement over the fiscal year. These yearly standardized tests are the main means of determining whether schools live up to required standards.

If required improvements are not made, the schools face decreased funding and other punishments that contribute to the increased accountability. According to supporters, these goals help teachers and schools realize the significance and importance of the educational system and how it affects the nation.

Opponents of this law say that the punishments only hurt the schools and do not contribute to the improvement of student education. In addition to and in support of the above points, proponents claim that No Child Left Behind: Links state academic content standards with student outcomes Measures student performance: If a district's students do poorly, the state cuts the district's budget the following year and the teachers get a pay cut.

Critics point out that if a school does poorly, reducing its budget and cutting teacher salaries will likely hamper the school's ability to improve.

School choice[ edit ] Gives options to students enrolled in schools failing to meet AYP. If a school fails to meet AYP targets two or more years running, the school must offer eligible children the chance to transfer to higher-performing local schools, receive free tutoring, or attend after-school programs.

Gives school districts the opportunity to demonstrate proficiency, even for subgroups that do not meet State Minimum Achievement standards, through a process called "safe harbor," a precursor to growth-based or value-added assessments.

Narrow definition of research[ edit ] The act requires schools to rely on scientifically based research for programs and teaching methods. The act defines this as "research that involves the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs.

It is widely accepted [14] that teacher knowledge has two components: Both types of knowledge, as well as experience in guided student teaching, help form the qualities needed by effective teachers. Under NCLB, existing teachers—including those with tenure—were also supposed to meet standards.

They could meet the same requirements set for new teachers or could meet a state-determined " Downfall of the quality requirements of the NCLB legislation have received little research attention, in part because state rules require few changes from pre-existing practice.

There is also little evidence that the rules have altered trends in observable teacher traits.Despite ample evidence of the flaws, biases and inaccuracies of standardized exams, NCLB and related state and federal policies, such as Race to the Top (RTTT) and the NCLB waivers, have pressured schools to use tests to measure student learning, achievement gaps, and teacher and school quality, and to impose sanctions based on test scores.

A massively powerful look at the American education system, going back over years to trace how we got into such an absurd mess.

While the smallest of Farrell's books I . The number of standardized tests U.S. public school students take has exploded in the past decade, with most schools requiring too many tests of dubious value, according to the first comprehensive. The Center for Medicare Advocacy, is a national nonprofit, nonpartisan law organization that provides education, advocacy and legal assistance to help older people and people with disabilities obtain fair access to Medicare and quality health care.

A report by BAE Systems and SWIFT shows that financial market areas such as equities trading, bonds, and derivatives face more threats than banking, forex, and trade finance. The Flaws of Standardized Testing Essays Words 6 Pages It is the one time of year when it seems all teachers, administrators, and even students are stressed.

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