The No Child Left Behind Act - 1592 Words

Imagine failing a test that alters the decisions made pertaining the future. Standardized tests are failing many schools that are serving disadvantaged children based on their knowledge on a test that is created in order to put upon higher standards for students. The No Child Left Behind Act is a law that had been signed by George W. Bush in pursuance to designate all public school students to perform standardized tests. The law had been signed in 2002 although, standardized testing had been popular and have been moving forward way before that time. Standardized testing has become very common in the United States. These tests had been set up in order to try to measure how much knowledge a student carries. Tests like STAR in California and†¦show more content†¦Standardized tests are categorizing teachers based upon how their students are performing on a standardized test. The way that teachers are trying to teach is controlled by standardized tests in order to provide the stu dent with as much help as possible to guide the student to succeed as well as the teacher. As a result, the teachers are put upon a great amount of pressure in order to meet the needs to guide students for a standardized test so that both the teacher and students is able to be successful. For those teachers who wish to teach differently, it is more of a struggle for them to receive an exemplary label due to the fact that standardized tests judge them unfairly. Standardized tests are measuring many people in an unfair manner all over the United States. â€Å"In the United States, standardized testing is one of the primary methods used to measure the performance of educational institutions (and often teachers) and to make decisions about the distribution of funding† (Issitt). Many schools and teachers are being judged primarily as to how well their students perform on a standardized test. As a result, this can negatively impact many teachers who are able to teach really well The No Child Left Behind Act - 1592 Words The No Child Left Behind Act was the biggest educational step taken by president Bush and his administration. Its main goal included the increase of achievement in education and completely eliminate the gap between different racial and ethnic groups. Its strategies had a major focus on uplifting test scores in schools, hiring â€Å"highly qualified teachers† and deliver choices in education. Unluckily, the excessive demands of the law have not succeeded in achieving the goals that were set, and have caused multiple opposing consequences. These unintended consequences affect students negatively which are who the law is most intended in helping. These consequences include a high focus on the low†level skills which are reflected on high stakes tests; bad assessment of students who have English as a second language and students with special needs; and compelling incentives to eliminate students who score very low from school, so the test scores are achieved to their full pot ential and their goal (Darling†Hammond, 2007). No later than the 2013-14 school year, it was required that states bring their students to a level of proficiency on all parts of the state testing. Each state got to individually decide, what â€Å"proficiency† looked like, and the kind of testing used which lead to a big difference in standards scores. As a result, the amount of students who scored at the proficient level or above on the state tests changes completely depending on the state. This caused some states toShow MoreRelatedNo Child Left Behind Act1621 Words   |  7 Pages The support for the No Child Left Behind Act plummeted down shortly after the act passed. Many people supported the act at first simply because they supported the goals of the act, once they saw the results, their opinions changed. One of the biggest arguments towards No Child Left Behind is that it is unfair. People believed the resources of difference schools were unequal, and thought the Title 1 funding that the schools received should go to ensuring all schools had equal resources. Many peopleRead MoreThe No Child Left Behind Act1670 Words   |  7 Pages Literature Review: Every Student Succeeds Act Suzanne Hatton, BSW, LSW University of Kentucky-SW 630 Abstract This literature review seeks to explore the Every Student Succeeds Act (2015), a bipartisan reauthorization and revision to the No Child Left Behind Act (2002). The Every Student Succeeds Act (ESSA) is the first law passed in fourteen years to address Reneeded changes to the No Child Left Behind Act (NCLB). Considered progressive and innovative at the time of itsRead MoreThe No Child Left Behind Act875 Words   |  4 PagesThe No Child Left Behind Act â€Å"NCLB† was a bill passed by the Senate in 2001 and signed into law by President George W. Bush on January 8, 2002. It was a revision of the Elementary and Secondary Act â€Å"ESEA† of 1965 by President Lyndon Johnson. The NCLB was intended to help children in lower-income families achieve the same standard of education as children in higher income families. This was done by the federal government providing extra finances for Title I schools in exchange for a rise in academicRead MoreNo Child Left Behind Act1418 Wor ds   |  6 Pagessystematic oppression. The flowing water of oppression floods poor schools; drowning students with dreams, and giving no mercy. The only ones safe from the water are the privileged, who are oblivious to the fact that it exists. George Bush s No Child Left Behind Act, which passed in 2002, mandated annual standardized testing in math and reading. If schools received insufficient scores, they were punished or shut down. This fueled the construed concept that a school is only doing well if the students haveRead MoreThe No Child Left Behind Act Essay921 Words   |  4 Pagesuccessful at it. (Source 7) Next, the â€Å"No Child left behind Act† it was signed by President George W. Bush and it passed with bipartisan support on Jan. 8, 2002. This Act states that there will be mandated annual testing in the subject reading and math and science. In the grades 3-8 and 10th grade. It shows the Adequate Yearly Progress of each school in the system of the United States. (source 1) The biggest point of this Act is that no child is â€Å"trapped in a failing school† (source 1). That eachRead MoreThe No Child Left Behind Act2120 Words   |  9 PagesWhen President George W. Bush signed the No Child Left Behind Act (NCLB) into law in 2002, the legislation had one goal-- to improve educational equity for all students in the United States by implementing standards for student achievement and school district and teacher performance. Before the No Child Left Behind Act, the program of study for most schools was developed and implemented by individual states and local communities†™ school boards. Proponents of the NCLB believed that lax oversightRead MoreThe No Child Left Behind Act1988 Words   |  8 PagesJanuary 8, 2002, George W. Bush signed the No Child Left Behind Act into law (also known as the NCLB). The No Child Left Behind Act was the latest reauthorization of the Elementary and Secondary Education Act of 1965, a federal education bill addressing the nation’s schools. At his signing ceremony, Bush stated, â€Å"There’s no greater challenge than to make sure that every child—and all of us on this stage mean every child, not just a few children—every single child, regardless of where they live, how they’reRead MoreNo Child Left Behind Act1747 Words   |  7 PagesNo Child Left Behind Introduction The No Child Left Behind Act (NALB) was signed into law by the former President of the United States George Walker Bush on the 8th of January 2002. It was a congressional attempt to encourage student achievement through some reforms focused on elementary and secondary education programs in the United States. The NCLB requires that within a decade all students including those with disabilities to perform at a proficient level on their state academic evaluation testsRead MoreThe No Child Left Behind Act1124 Words   |  5 PagesChristian J. Green Dr. Shoulders NCLB and ESSA 28 February 2016 The No Child Left Behind Act (NCLB) was authorized by and signed into law in 2002. NCLB was a reauthorization of the Elementary and Secondary Education Act (ESEA) of 1965. NCLB was meant to hold schools to higher standards, enforce accountability, and close achievement gaps that had existed in education since ESEA was enacted. Nevertheless, the rigorous standards and goals set forth under NCLB were never attained. ESEA Flexibility couldRead MoreNo Child Left Behind Act1615 Words   |  7 PagesNo Child Left Behind Act (NCLB) was established to close student achievement gaps in academics by providing all children with equal or significant opportunities to obtain a high quality of education (Education, 2008). Under the NCLB Act, school administrators and teachers are required to meet adequate yearly progress goals (AYP) on the standardized state and national tests. These goals compare student achievement on standardized test from year to year. All students are expected to show improvement

The Evacuation Of Japanese American - 891 Words

The evacuation of Japanese-American’s in the West Coast is seen as one of the darkest times in American history. The rising tension between the United States and Japan, leading up to the Attack on Pearl Harbor, made the decision for the evacuation much easier. Military and political motives both played a vital role in the action to separate Japanese-Americans from the rest of society during the 1940s. The purpose plays a very large role in the constitutionality of each case, as one has a stronger case than the other. Regardless if the evacuation was constitutional or not, the morality of it is still the same. The growing animosity between Japan and the United States was clear, even before the Attack on Pearl Harbor. The Spanish-American War of 1898 gave the United States Guam and the Philippines, which Japan saw as part of the sphere of influence. Outside superpowers also saw the competition between Japan and the United States, as Lenin said that they â€Å"cannot live in pea ce on the shores of the pacific†¦Ã¢â‚¬  and, â€Å"that war is brewing† (p.2). In 1882 the United States passed the Chinese Exclusion Act, which created a long period of racial tension towards Asia-Americans during its time. Although the competition was growing between the two nations, the United States Congress passed the 1924 Immigration Act that made it much easier for trans-pacific immigration. This saw an increase of immigrants from Japan into the West Coast grow dramatically. With the growing tension betweenShow MoreRelatedJapanese Internment : The United States1316 Words   |  6 Pagesof 1942, the United States placed some 110,000 persons of Japanese descent in protective custody. Two out of every three of these were American citizens by birth; one-third were aliens forbidden by law to be citizens. There was no reason for us to try and get rid of all of our Japanese-Americans.There was 3 main causes of Japanese-Internment. One reason was because at the time th ere was a lot of racism in America. Another reason for Japanese-Internment was Within three months after transportationRead MoreThe United States And Japan1158 Words   |  5 Pagesto reduce the increasingly growing number of Japanese immigrants in the West Coast. Subsequent regulations placed on the Japanese in the United States made them aggravated. There was serious trouble brewing between the United States and Japan until the Japanese carried out attacks on Pearl Harbour in December 1941. After the attack on Pearl Harbor there was increased spread of propaganda from the press and local leaders against the people with Japanese roots. There were numerous calls to the CongressRead MoreAnalysis Of Hotel On The Corner Of Bitter And Sweet934 Words   |  4 Pagesconflicted and volatile times in American history. The time period of the story is after the Pearl Harbor boomed and the internment of American-Japanese families during the World War II. â€Å"Hotel of the corner bitter and sweet† is a historical fiction book, and the story moves back and forth the two generation. One generation belonged in the 1940s World War II, in San Francisco and the other generation in the 1980s. Henry, who is Chinese boy and Keiko who is Japanese girl are the main character inRead MoreAnalysis Of The Poem The Farewell Of Manzanar By F. Scott Fitzgerald1048 Words   |  5 Pagesthe life of a seven years old child whose name is Wakatsuki, and his American family of Japanese descent who lives in Santa Monica, California. In the early 40s after the attack on Pearl Harbor, her father (Yuki Shimoda) is accused of selling Japanese submarine fuel and he is imprisoned. After the he is arrested, his family is sent to an internment camp in Manzanar, California, along with them many people with Japanese American descent. Farewell to Manzanar exposes not only what happened to Wakatsuki’sRead MoreThe United States And The American Internme nt Camp At All1356 Words   |  6 Pagesnot forced to live in an internment camp at all. The government found ways to interject its own American rhetoric into lessons, seeing as Japanese was not allowed to be spoken and lessons included â€Å"democratic ideals† as well as more English lessons with the idea the children must go home and teach their parents how to speak it, which completely disregarded the fact that many of the internees were American citizens born and raised here in the United States. Miss Jamison’s writings touch on this exactRead MoreEssay on Japanese American Internment Camps1044 Words   |  5 PagesWas the internment of Japanese Americans a compulsory act of justice or was it an unwarranted, redundant act of tyranny which breached upon the rights of Japanese Americans? During World War II thousands of Japanese Americans were told by government officials that they had twenty-four hours to pack their things, get rid of any belongings of theirs, and to sell their businesses away for less than retail value. Although many people thought the Japanese American internment was needed to ensure U.S.Read MoreJustice for All Except Persons of Japanese Descent Essay1134 Words   |  5 PagesAll Except Persons of Japanese Descent America#8230; Land of the free and home of the brave. Land of the free#8230; Land of the free#8230; Funny that the land of the free would steal away the lives of 119,000 individuals simply because they looked different. Nothing like good old irony to bring a country together. During the late 1800s, there was a large rise in the immigration of Japanese to the U.S, much to the dismay of many American citizens. The Japanese have long been discriminatedRead MoreJapanese American Internment Essay610 Words   |  3 Pagesshown through the issue of Japanese American internment camps (UDHR). First, the problem of Japanese American internment began in the 1940’s, when World War II left it’s mark on America (Ng xi). On December 7th, 1941, the Japanese Empire bombed Pearl Harbor, Hawaii, taking the lives of thousands and leaving Americans distraught and furious (Ng xi). According to the  ¨Relocation Incarceration of Japanese Americans During World War II article from the Japanese American Relocation Archives (JARDA)Read MoreThe Executive Order 9066 and Its Effects on Japanese American Victims1446 Words   |  6 Pagesbecame a reality for the Japanese when President Franklin Roosevelt passed the Executive Order 9066 on February 19, 1942, which allowed the government authorized the internment of tens of thousands of American citizens of Japanese ancestry and resident aliens from Japan. Over 120,000 innocent citizens of California, Arizona, and Oregon faced unjust and unconstitutional treatments by their own government, who was supposed to protect citizen ’s rights but made the Japanese feel the complete oppositeRead MoreThe Vietnam And Desert Exile904 Words   |  4 Pagesthe relationship between the U.S. and Japan was at its worst, many Japanese- Americans faced discrimination and injustice. Americans claimed that this needed to be done as a national emergency and for the peace of the nation. From the sources â€Å"War Message† by Franklin D. Roosevelt and â€Å"Desert Exile† by Yoshiko Uchida we can piece together the events that led to discrimination against the Japanese and how it affected Japanese- Americans. Following the brutal events of World War I, America decided to

Albertsons Works on Employee Attitudes essay Free Essays

ALBERTSONS WORKS ON EMPLOYEE ATTITUDES 1. The Successful Life program made by Foreman’s dramatically influences the company’s profitability. This program made a transparency between the management and the employee. We will write a custom essay sample on Albertsons Works on Employee Attitudes essay or any similar topic only for you Order Now Like for example on the 1st day they begin it in inspirational hand-out. In this case management build and let their employee know what was the goal of the company and what are those things that they have to do t contribute in the company success. The program also encourage each individual most especially those that is in the lower position to appreciate their present in the company. It is very important that we will not set aside our employee. As much as possible management should recognize them and let them feel that they are important in an organization. In return this employee will give their best and contribute their knowledge for the benefit of the company. Remember the best asset of a company is the employee!. 2. † Positive attitude is the single biggest thing that can change a business†. It’s right! If we think positively our outcome will be positive. What if for example we made a mistake then other people see that mistake. Some treat it as negative but for some they treat it as positive. Positive in the sense that they treat it as opportunity or room for improvement. So! if all the employee will be motivated well and lead it to company’s goal the change in business will be more like easier. Appreciate each individual; positive attitude is like building and empowering employee by sharing each individual talent and skill. 3. I should have to monitor if this program are really effective. I should have not to think for the benefit of the company. I have to look the feedback on how my employee turns it into productivity. It was like building relationship with my employee. But still with this program there is a risk. What if my employee leave me after this program?. If this program will last for example three months then with that period I should see little changes in our business. I had a experience regarding giving this kind of program some of my co worker undergone the program just left the company and went abroad. What happen was management was very disappointed because they will contribute it to other company. 4. Foreman’s program was pretty much good. I think I should have to relate it in my real work. Every morning we have what we so called circle meeting. Like in Foreman’s program we try to share each experience on shifting period we share the problem we encounter in the line then what are those things that we’ve done. Every third week of the month we had a Plant wide meeting were in all the question and concern were raise. This Foreman’s program seems to be motivating to every employee because this program gives each individual importance. In this kind of program employee encourage to contribute and share their talents. It’s not just always work we should not put pressure in our workplace. At least in a meanwhile we have to put some relaxation so that our employee will be more productive. How to cite Albertsons Works on Employee Attitudes essay, Essays