The Disparities of School Funding

Over the past couple of years, there have been huge debates and arguments surrounding the issues of funding America’s public schools. With the passing of several laws such as the No Child Left Behind (NCLB) Act of 2001, schools are required to set high expectations and goals to improve their students’ academic achievement in education regardless of their students’ socioeconomic status. This law also requires each state to develop standardized tests in the basic subject areas for every student on all grade levels especially states’ schools that receive Title I funding or federal funding (Lewis 2005). Although NCLB laws and regulations may seem ideal for all American public schools when it deals with schools’ budget and funds, there is a large socioeconomic gap among the students living in suburban and inner-city communities which has affected schools’ performance. The inequality in school funding can be largely related to the geographic location of the school and its surrounding environment.
In the early years of public education, school funding was solely based on school’s academic attendance where certain schools would receive adequate resources and supplies based on the number of students who attended school daily (Everhart 2006). For instance, many students that attended school in the late 19th and early 20th century were from affluent and upper middle class families where they had the privileged to attend high-quality schools compared to their low-income counterparts who were not enrolled in school (Everhart 2006). As the nation’s standards and expectations rose for its schools and student populations increased, the focus changed from funding public education based on school attendance to greater access for all students to receive an equal education regardless of ethnic and socioeconomic background. Public school education became supported by federal, state, and local taxes where local property taxes supplied 44% of all schools; states taxes supplied only 49% of public schools; and federal taxes only contributed to 7% of public schooling (Gollnick & Chin 2009). According to Robert Everhart, a Portland State University professor, “The demands for educating all children to high levels of proficiency require not only the reallocation of existing resources but also a substantial infusion of new funds….Yet, while the public consistently indicates a desire for high-quality education system, there is increased resistance to providing additional resources to pay for it…i.e. to raising taxes for schools” (2006).
Most public schools are funded by their local cities or counties taxes which can only contributed to a small vast amount of resources within the school system. State taxes also support public schooling, but it is broken down into different accounts and programs for resources. For example, the state budget accounts are broken down into instruction, materials, construction and maintenance, and transportation while the federal government taxes are responsible for specially funded programs to poverty-stricken children, students with disabilities, and English Language Learners (Hill 2008). Other funding for education is based on the individual schools and their surrounding environment which can help benefit and achieve academic success for its students through active involvement.
The decisions of how school funds are allocated are made by several legislatives and federal officials which decide how the money should be spent and the amount of money spent on certain academic areas (Hill 2008). School districts receive funds which are distributed to hire teachers, purchase classroom and school materials, testing, and professional development trainings. The schools also receive money from the districts in the forms of people, equipment, and special programs which help support the schools’ academic progress (Hill 2008). Many school leaders have to make decisions on how the money is distributed in their schools and whether certain academic programs need to be cut due to their budget expenses. This causes many inner city schools to have less academic enrichment programs such as Art and Music which may help student academic progress in other subject areas. The question that continues to pose public school education on funding is whether the inadequate amount of funds is hindering many schools from achieving their academic goals of success.
Robert Everhart states, “Schools are one of the few institutions with the potential to dampen the impact of inequality in markets by providing all children with the skills necessary to transcend factors such as poverty, lack of access to high quality health care, or living in an unsafe community.” I feel the inequality in schools has brought a disadvantaged to many low-income students because the schools they attend are not receiving the proper funding to help academic achievement. For instance, many students who attend low-income schools are from immigrant or poverty-stricken backgrounds who attend the schools in their local neighborhoods. Some of these neighborhood schools are located in low-income environments where there are low academic test scores, low graduation rates, small percentage of students attending college, contain new inexperience teachers, and rote learning might be the teaching style in these schools (Santrock 2007). These students are sometime at a disadvantage from succeeding and meeting academic expectations due to shortage of classroom and academic resources available to them.
Compared to high-income schools, low income schools are sometimes seen as a safety net for inner city children because they may come from poverty-stricken backgrounds where their parents don’t have high educational expectations for them or don’t have enough money to spend on education-related materials such as books, school supplies, and enrichment activities. Although these low income students are at a disadvantage from their high income counterparts in education, there should be some forms of incentives to help bridge the academic achievement gap between the rich and the poor.
One way that can help alleviate the disparities between school funding for low- income and high income schools are writing educational grants to non-for profit agencies that are willing to support educational causes such as updating school and classroom libraries through the purchase of books and media material. Some of these agencies might fund afterschool extracurricular activities for low-income students, early intervention programs for young children, donate classroom teaching supplies and resources, afterschool tutoring, or provide access to educational related trips for students and teachers.
Another way to help school funding may be through active parent and teacher involvement such as PTAs or PAs. Even though this may seem as a challenge for many disadvantaged schools, I feel there are some parents who are very involved and committed to helping advanced their child’s education. Most parents don’t realize it, but they are the voice and ears of schools and if they feel their child is not receiving adequate services or resources in their schools they can try and fight the system. Many parents are not familiar with their rights in the school system and I feel schools must be willing to educate them.
Teacher incentive programs may be another option in helping to educate and fund low-income schools. Some states and cities have implemented teacher incentive programs where teachers are given a small bonus to teach in low-income areas. New York City is one of the U.S. cities that allocate a small bonus to teachers of about $3,400 non-taxable for four years to teach in urban neighborhoods. These bonuses are incentives to help teachers push the academic expectations of these schools and raise the level of achievement. These incentives can also help with the schools to receive more funding through achievement bonuses on standardized tests.
Although it may take a couple of years to bridge the achievement gap of school funding, I believe some states and local cities are working diligently to help solve the education economic crisis in their schools. They are trying to implement programs and increase parent involvement so that students are able to reach high expectations as their affluent counterpart in education.







Works Cited
Everhart, R. (2006, September). Why Are Schools Always Begging for Money? Phi Delta Kappan, 70-75
Gollnick, D.M., Chinn, P.C. (2009). Multicultural Education in a Pluralistic Society. Upper Saddle Rive, NJ: Pearson
Hill, P. (2008). Spending Money When It Is Not Clear What Works. Peabody Journal of Education, 83, 238-258.
Lewis, A. (2005 February). Washington Scene. Education Digest, p.67-71
Santrock, J. (2007). Children. New York: Mc-Graw Hill

Profeiciencies and Educators: How Profeciencies Relate to Educators

Amber Pina
Dr. King
EDGE 6101
Critical Project 1
September 30, 2008



What is Multicultural education? Is an educational strategy in which

student’s culture are use to develop effective classroom instruction and school

environments. It supports and extends the concept of culture, diversity, equality, social

justice and democracy in to the schools settings. (Gollnick & Chinn Pg. 4) In this paper

we will take a look at the effects that multicultural education has on educators. How are

educators prepare for their cultural classrooms? How are educators dealing with racism

in the classroom? We live in a society that is culturally diverse, what changes have

educators endure because of these diversities?
Today students come from all different backgrounds. Students speak numerous

languages and identify themselves with more than one culture. In the classroom or

workplace this translates in to different levels of learning. Each student is different

because of physical and mental abilities, ethnicity, race, gender, language, religion, class,

sexual orientation, geography, and age. Students behave differently in school towards

authority because of cultural factors and their relationship to the dominant society. (

Gollnick & Chinn Pg. 4) Its clear that students back ground have an affect on them in the

classroom. Let’s not forget about the educators. Are educators treating students

differently, because of their race, sexual orientation, religion or background as a whole?

How about the background of the educator itself , what part is their background playing

in their classroom? Is it affecting their teachings ?
Educators are expected to posse’s specific knowledge and skills that relate to

multicultural education. This knowledge is also known as proficiencies, that the state or

school district expects educators to become knowledgeable with these proficiencies

before they finish with their educational trainings. The INTASC standards (1992) that

address multicultural proficiencies state that a new teacher should know about the process

of second language.( Standard 3) Understand how students learning is influenced by

individual experiences talents and prior learning’s.( Standard 3) Have a well grounded

framework for understanding cultural and community diversity and know how to learn

about and incorporate students’ experiences, cultures and community resources into

instruction.( Standard 3) Understand how cultural and gender differences can affect

communication in the classroom.( Standard 6) ( Gollnick & Chinn Pg.9)
Do this proficiencies ensure that the educator is culturally responsive in the

classroom ?This proficiencies do not take in to account the background of the educator.

Educators just as student come in to the classroom with past experiences, which might

include a multicultural background, being a second language learner or having experience

culture shock. This can shape an individual ways of thinking and have an impact on

their teaching techniques later on. Can these past experiences create a more

flexible educator? Can learners benefit from these types of experience ?

In my opinion as an immigrant learner and educator.I have benefited from the

educators who were culturally aware. Aware of the language barrier that, I was

trying to overcome. Educator who were not afraid to address obstacles that I will

be facing in a new educational setting. Educators who created a classroom environment

where all students regardless of their cultural background, are welcomed, supported

and provided with an equal opportunity to learn.
Is it possible that might opinion is shared by the majority of people?

In the other hand is it possible that these experiences have a negative impact on learners

and educators alike? As cultural ambiguous educator, I can only hope to create a positive

learning environment for my student. I am also aware that some educators carry over,

cultural judgments that were pass on to them from past generations. Although the

system pronounces one proficient, at the end of ones educational training. Who is to say

that these educators are not only proficient, but posses enough self awareness to enter

a classroom with no judgment towards these learners.



















References:


1. Donna M. Gollnick, Phillip C. Chinn: Multicultural Education in a Pluralistic

Society. Eight edition.

Reaching Our Students and Their Parents

Reaching our Students and their Parents



In today’s society we are blessed with the opportunity of working with a diverse group of students. Parents and students from all types of cultures and religions are attending New York City public schools. Although, this is a wonderful thing it can also be quite challenging for us as educators. As we read in the Gollnick and Chin book, knowing our geography, as educators, is vital in order to better serve our students. If we know our geography we can research and understand what we may be dealing with within a certain culture or religion. In addition it will give us a brief understanding which will allow us to adapt what ever may be necessary in order for our parents and students to be more comfortable.
Educating students can be quite a challenge especially if that student is from a different culture. Having parents and students adapt or appreciate cultures other than their own can also be a challenge in its self. Depending on where a person is from, their educational background and the teaching style they were taught may be different to American teaching styles according to the King and Wang book. Throughout the world students are taught in different styles whether it be through lecture and memorization or through play. It is our job as educators to find the best style for each student.
It may be somewhat easier for us as educators to help students ‘understand and appreciate cultures and races other than their own’ (Hot Topics by Dr. King) than their parents. As people get older they are more established and set in their ways than younger children. Children are more adaptable. In order to help the parents of my students I would probably hold a cultural evening. This would be an evening where I would invite parents to visit the classroom and make a dish form their home country. I would decorate the room using flags and a little description. The descriptions would be placed next to the flags as well as a few pictures of that country. I would also make sure that all descriptions were written in all the languages that the parents speak. I think this would be a great initial way for the parents to be introduced to different cultures and races within the classroom.
Another way to get parents to be more accepting would be to hold different cultural holiday parties. This can only be done if all of the students’ holidays are known. The teacher would do some background research on each holiday and try and incorporate all aspects of the holiday in to this event. For example the teacher may have a Hanukah party. At the party they would discuss why Jewish people celebrate this holiday and some of the activities that take place.
When dealing with our students I feel that it is somewhat easier for us to get them to accept different culture and races. Teachers can start off by making sure the set up of their classrooms are culturally diverse (Sheets, 2005, p67+). This can be done by placing materials in the classroom that are culturally diverse such as books, multicultural crayons, maps, multicultural dolls and many, many more. The initial set up can be vital as the student will be reading, seeing and doing things with these materials everyday. If the student enjoys everything that is done in the class then there is a high chance that they will be accepting of other cultures and races.
In addition to the setup of the classroom teachers should also be aware of what the students can bring into the classroom. Whatever culture or race the students are from they will always have something to offer. A good way to incorporate what they may know about a certain subject could be by using a KWL chart (Know, want to know and learned chart). This is a great way for students to work collaboratively on a certain subject while also incorporating what they know on this particular subject (Peregoy and Boyle, 2005, P74+). When teachers allow their students to work collaboratively on school work they are also allowing the students to build mini communities. By building mini communities the students are making friends with their peers. Making friends is a basic human need. When students make friends they are also mixing with other students’ cultures and races. While doing this they also help each other construct peer acceptance and self esteem (Sheets, 2005, p69).
In today’s society accepting other races and cultures is vital. If we do not accept other people the world will always be at war and lives will be lost. If we teach our students and their parents from early on to be more accepting we will start the cycle to a safer world where everyone can live in harmony. All of the above are just some of the ways in which we as educators can start this process, but there are many more ways in which we can help our students and their parents be more accepting of others.


References

Gollnick, D.M., & Chinn, P.C. (2008). Multicultural
education in a pluralistic society (8th ed.). Upper
Saddle River, NJ: Merril/Pearson.

King, K.P. & Wang, V. (Eds.). (2007). Comparative adult
education around the globe. Hangzhou. PR China: Zheijiang University Press. Worldwide distribution: Transformation Education LLC.

Peregoy, S.F. & Boyle, O.F. (2005). Reading, Writing And
Learning In ESL (4TH ed.) Pearson Education, Inc.
Boston, MA.

Sheets, R.H. (2005). Diversity Pedagogy Examining the Role
of Culture in the Teaching-Learning Process. Pearson
Education, Inc. Boston, MA.

Relationship Between Parenting, Schooling and Cognitive Ability in Japanese Children

Manuel Guerrero
Prof. King
EDGE 6101


Relationship Between Parenting, Schooling and Cognitive Ability in Japanese Children


In this paper I will explore why Japanese students outscore their Western counterparts.

There is no one answer which indicates why the Japanese outperform the United States, it

is a series of conditions. First of all, the Japanese have an entirely different school

system. Secondly and more importantly, their approach to parenting is different from

ours. The manner in which the Japanese raise their children is in direct correlation to

their cognitive abilities.

American educators and scholars have become obsessed with the Japanese educational

system. To some, evidence of declining educational standards in the United States is

measured in S.A.T. scores. This of course must indicate that we can not compete with

Japan and other western nations. We must then ask ourselves: what are the Japanese

doing that we are not? Are test scores valid methods of determining what an “educated”

person should be?

Order and efficiency is the order of the day in Japan. Strong pressures to conform are

found in many facets of Japanese life. In Boye De Mente’s book Japan’s Secret Weapon:

The Kata Factor, he claims that their uniqueness resides in the concept of kata (ways of

doing things). According to De Mente, Japan has no “genuine philosophy; and form

replaces substance.” The Japanese leave little to no room for change or creativity which

leads to static thinking and unbending norms.

In Japan, children are not asked for opinions or how they feel about what they have

learned, they are “asked to regurgitate information” (Young, p.130). Japanese children

are not permitted to have original thoughts or to express the way they feel. Such

treatment can lead to mechanized modes of thinking; children become automatons. If

asked for an opinion, “students seem uncomfortable in giving one” (Young, p. 130).

In Japan, there is one correct way of doing things: arranging desk contents in a special

way (pencils to the right), placement of shoes (toes pointing out) to exact note taking

from the blackboard. The number of pencils, erasers and supplies one brings to schools

is sometimes a matter of policy, not personal choice. Schools provide rules governing

students’ use of time over vacations and weekends asking, for instance that students get

up early, exercise daily and stay away from video game parlors. Schools also regulate

how students come to schools (in neighborhood walking groups that arrive well before

school starts) suggests an appropriate bedtime and wake-up time for students and even

suggest the appropriate timing of bowel movements (before school!) (Lewis, p. 142)

These subtle and not-so-subtle ways of doing things, undermine students’ willingness

to think and act as individuals. This system uniformly regulates the details of student’s

belongings and personal hygiene accustoms students to conform their behavior to that of

their peers and society as a whole. The method may foster obedient students and

employees but inhibits thoughtful, independent thinking. Many accounts of Japanese

junior high schools suggest that regulation of student’s behavior during this period

escalates, sometimes becoming “harsh, authoritarian and arbitrary” (Lewis, p. 143).

Students must also watch their every step because they may be subject to corporal

punishment. The Japanese instill fear and intimidation as pedagogical methods to

reinforce academic achievement. Outside pressures have led to suicide among high

school and university students which is no wonder that there is also such a high rate of

truancy.

Before going into too dark of a tangent, the Japanese do have approaches which

America would be wise to consider. For instance, Japanese teachers remain with students

throughout most of their academic lives. Drawing from John Dewey’s vision of

progressive education, “attachment” theory creates an emotional bond between student

and teacher. Albert Shanker, former president of the American Federation of Teachers

wrote:

The problem is that (American) schools are not organized in a way that gives teachers and students a chance to develop close and caring relationships… elementary schools are not organized in a way that gives teachers and students a chance to develop close and caring relationships… elementary school children spend one year with a teacher-just long enough to start feeling comfortable-then they move to a new teacher. Why shouldn’t elementary and junior high school students stay with the same group of kids for three or four years? Why shouldn’t…the class be broken down into small groups so each group can get to know each other? These ideas are sound in educational as well as emotional and moral terms. Students who are connected with another adult and with one another are less likely to drop out… but we are kidding ourselves if we think we can make a dent in this enormous problem with ad-hoc arrangements. We should stop working around the edges of the main institution concerned with children-the schools-and concentrate on making our schools moral communities.


To many Americans the educational pendulum has swung back and forth between

intellectual rigor and creativity. Both Japan and the United States schools show that the

pendulum does not need to swing. Creativity, social development and intellectual rigor

can go hand-in-hand. Schools must build on student’s creativity and allow them a sense

of purpose and identity. A school is a place where we can foster ideas and allow for an

open exchange of ideas. Creativity, social development and intellectual rigor can go

hand-in-hand. Schools must build on student’s creativity and allow them a sense of

purpose and identity. By opening a positive line of dialogue between our countries, can

we hope to achieve a better tomorrow.




































Work Cited



De Mente, Boye. Japan’s Secret Weapon: The Kata Factor. Phoenix Books, June 1990.



Dewey, John. Experience and Education. Touchstone Edition, 1997.



Lewis, Catherine (1984). Cooperation and Control in Japanese Nursery Schools.

Comparative Educational Review, 28, 69-84.



Young, Morely (1993). The Darkside if Japanese Education. Phi Delta Kappan.

October, 1993 130-132.

Critical Project 1

High School Dropout:
Why is This Still an Issue Among Minority Students?


The amount of students dropping out of high school everyday is increasing especially among minority students. Many of these students live in low-income urban communities across the United States. Research shows however, other factors are involve in the dropout rates from high school among minority students.
Under George W. Bush administration, the Elementary and Secondary Education Act in 2001, also known as the No Child Left Behind (NCLB) Act was established. This brought about a new level of accountability and higher levels of standards to be maintained among the American educational system and students. Students who do not pass the standardized exams are “left behind”. This is to ensure that a student isn’t pushed forward to the next grade level being incompetent of reading and other skills. “The test may be biased toward the culture mainstream white culture. Many non-English speakers and other minorities are failing standardized test in disproportionate numbers. It is a reality that high stakes standardized testing prevents some students from graduating because they did not pass the exit exam. The No Child Left behind had a downward spiraling effect on graduating rates”. (Walden, L, & Kritsonis, PhD, 2008)

The second factor in the high school drop out rates among minorities is the relationship between the teachers and minorities. At times these students can be label at risk youth. Davis, K., & Dupper, D. questions whether these students are drop out or push outs. Students who are labeled “trouble makers” are most suspended repeatedly for behavioral problems and most likely to drop out of school. They also believe that teachers underestimate the powerful impact that they have on students. This serves as a problem when a teacher believes that minority students cannot excel. When the expectations are high, the results are high, and when the expectations are low it becomes self-fulfilling prophecy. What can also be said is that minority students need to be able to identify with their teachers, however the majority of teachers across America is Caucasian. As urban high schools throughout the United States are becoming more racially, ethnically, and linguistically diverse and the educators remain predominantly white, it is important to engage in self-examination and refection. Schools need to have a shift in thinking and see that not only the responsibility is to the students and parents, but shared amongst themselves as well. Educators need to reach out to students as early as possible. (Patterson, J., Hale, D., Stessman, M. 2007)
Still today the major cause of high drop out rates among minorities is poverty. People who live in poverty conditions are less likely to graduate from high school. (Gollnick & Chinn, 2008) The resources available in the low-income urban school districts are limited. Classes are crowed and parents can’t afford to pay for private tutoring. Many these students age out when they are repeatedly left behind. The only choice they have is to drop out of school or transfer into a GED program to complete their studies.




References


Davis, K., & Dupper, D. (2004, January). Student-Teacher Relationships: An Overlooked Factor in School Dropout. Journal of Human Behavior in the Social Environment, 9 (1/2), 179-194.


Walden, L, & Kritsonis, PhD (2008). The Impact of the Correlation Between The No Child Left Behind Act’s High Stakes Testing and Dropout Rates of Minority Students. Doctoral Forum, National Journal for Publishing and mentoring Doctoral Student Research Volume 5 Number 1, 2008

Patterson, J., Hale, D., Stessman, M.. (2007). Cultural Contradictions and School Leaving: A Case Study of an Urban High School. The High School Journal, December 2007/January 2008, Pages 1-15.

Gollnick, D., and Chinn, P., (2008). Multicultural Education in a Pluralistic Society, Eighth Edition, and Upper Saddle River: Pearson Education.

Quantitative Consequences Of The NCLB Act ...

Sylvia P.

Blog Contribution

This essay will examine the ‘No Child Left Behind Act’ and how it has been a major instrument in the decline of the United States educational system.  In addition, the act has created a condition in the country, allowing other nations to surpass us in educating its citizenry in Mathematics, Science, Technology, and general literacy.*  According to Gene Gloeckner (Gloechner, 1991),  the United States can not compete in science fields with other nations.   According to the National Science Foundation (NSF), the United States, the country the strongest stand alone nation, ranked 8^th out of 15 countries on a 5^th grade science achievement test; and depressingly, by the 9^th grade, students in the United States ranked 15^th out of 16 countries rated.*  Another researcher, Prof. Schmidt (New Educator, 2000) stated,  in science, American fourth grade outperformed all other countries except South Korea  but by the eighth grade, U.S. students barely scored above the international average in science, and in math they only outperform a handful of nations.  Scores for 12^th graders were dismal.  The above statements are indicative of an educational decline as children ascend through the grade levels, which is a result of No Child Left Behind Act.  The above results of student performance in the upper grades demonstrate a serious problem with the school system, which has a negative effect on the students.  We must look at these results critically, and pose serious questions about US educational policy, which in turn we must carefully analyze these questions to find a solution. 

The first question I would pose, is there a connection to the No Child Left Behind Act with the high dropout rate in the United States?  According to author Barbara Pytel (Pytel, 2006) during her interview of five hundred high school dropouts, between the ages 16-25 , many reasons were attributed to there lack of interest in learning .   The mixed statistics (as the interviewees were allowed to give more than one answer) revealed 47% said classes were not interesting, 43% had poor attendance, 45% schooling prior to high school did not prepare them for the course work, 69% were not motivated to work hard, 35% were failing, 32% “left to get a job”, 25% left to become parents, 22% left to take care of a relative.  Of those five hundred students interviewed, two-third said, “they would have tried harder if more was expected from them” (Pytel, 2006).  When I see statistics of this nature, I being to wonder, how could such numbers be allowed, a red flag goes up, more questions comes to my mind.  The first  and most important question, why is this happening within the most powerful country?  Or a better question,  how could this be happening in the United States of America?

 

A very interesting study,  “New Study Offers Reality Check:  No Child Left Behind is Increasing Dropout Rates”, described the relationship between dropout rates, minorities, and NCLB.  Researchers at Rice University and University of Texas-Austin (2008) made a suggestion to what the No Child Left Behind Act should be before presenting their findings, “Bush might want to more correctly rename ‘No Child Left Behind’ to ‘Let’s Leave a Lot More Children Behind’ “.  The study concluded, the Texas’ public school accountability system -- which is the model for the national No Child Left Behind Act -- directly contributes to lower graduation rates especially for minorities.  It also concluded, teachers and administrators, within the Texas educational system, are rewarded when minority students drop out; as the schools do not make any efforts to retain the students.  The attitudes of the schools were, “why retain students that make it impossible to comply with NCLB Act (McSpadden-McNeil, 2008).

 

In conclusion,  the accountability system stressed by No Child Left Behind Act,  make teachers the victims; as the teachers are forced to comply with the government’s high-stake accountability requirements. These requirements lead to enormous pressures which feed the high dropout rate among students from poor high school in urban areas (McSpadden-McNeil, 2008).  Furthermore, Professor McSpadden-McNeil  (McSpadden-McNeil, 2008) also stated,  if the test scores don’t raise in a school, the principal could lose his/her job, and/or the schools could lose funding or even be closed.  This study provides an insight into how the ‘quantitative’ No Child Left Behind Act, in which the numerical results alone determine a school’s future,  cause more harm than good.  A ‘qualitative’ approach works best.  To provide a personal example,  my son (a high school dropout) attends Columbia University, he left as the ‘quantitative’ public school system could not harness his potential.  However, he has to work extremely hard to keep up with his peers, especially the international students.  His in-school mentor is from the Ivory Coast in Africa, his descriptions of the educational system, in a war torn land, seem to be more ‘qualitative’ in approach.  His school day started at 7am and ended at 6pm, with no summer vacations in between.  Upon winning a lottery for an educational visa and only four years of residency in the US, he learned English in LaGuardia Community College, excelled and became accepted at Columbia University.  He attributes this quick progress to the quality of education he receive back home.   

 

 

REFERENCES:

The Daily Galaxy: News from Planet Earth & Beyond(February 15, 2008 )New Study Offers Reality Check: No Child Left Behind is Increasing Dropout Rates, referenced from:

http://www.dailygalax.com/my_weblog/2008/02/new-study-offer.html

Gene Gloeckner (Spring 1991);The Integration of Science, Technology, and Mathematics Myth or Dreams ? , referenced from:http://scholar.lib.vt.edu/ejournals/JTE/v2n2/gloeckner.html

New Educator colloege of education (Fall, 2000)referenced from:

 (http://www.msu.edu/neweducator/Falloo/Timss.htm

Barbara Pytel: (November 4, 2006), Dropouts Give Reasons: referenced from:

http://educationalissues.suite.101.com/print_article.cfm/dropouts_give_reasons

English Langauge Learners in Our Schools

Increasing linguistic and cultural diversity within the Unites States is posing enormous challenges for the education system. Gollnick and Chinn (2009) predicted that by the year 2026, about 15 million students in our schools will be considered English Language Learners (ELLs). This fact alone puts great pressure on teachers to educate students with limited English proficiency. Determining the best practices to meet the needs of these students is a highly controversial topic. Some in the field believe bilingual programs should be dismantled and others are debating the concept of multiculturalism. Nonetheless, gaining an awareness of ELLs, understanding the language acquisition process, and identifying methods to differentiate instruction for these students, will allow teachers to make more informed decisions in the classroom.
According to Carasquillo and Rodriguez (2002), ELLs in the United States make up a linguistically heterogeneous group of individuals who speak over 100 different languages ranging from Russian to Arabic. Many of these students are immigrants who have settled in the United States from countries around the world and some have grown up in non-English speaking home environments. Despite these distinctions, this group of students has a primary language other than English. When they enter United States schools, ELLs face many challenges both socially and academically. Depending on the particular school district, language minority students are often placed into Bilingual programs, ESL classrooms, or even into the mainstream classroom. As a result, all educators need to be prepared to teach these students while simultaneously supporting them in second language acquisition.
ELLs who initially enter special language programs at their schools are receiving more tailored instruction for their particular needs. If these programs are properly implemented, students are believed to have a smoother transition into United States schools. More specifically, bilingual instruction allows limited English proficient students to study different subject areas in their native language, while also developing their linguistic skills in the English language. Conversely, ESL programs focus mostly on developing communication and academic skills only by teaching and learning in the English language. Over time, much controversy has sparked concerning the issue of what programs are most effective for teaching ELLs. The English Only debate discussed by Gollnick and Chinn (2009) centers on making English the official language of the United States. The supporters of this debate strongly believe that the bilingual education program has no particular advantage on second language development. They do not think teachers should be using foreign languages to educate language minority students in United States schools systems.
Nevertheless, most ELLs are placed into mainstream classrooms without ever even gaining any access to organized language programs. This presents obstacles for educators and students alike. Murrey (2008) suggests that teachers must first understand the student’s level of language proficiency in order to plan instruction. Learners who are conversational are defined as having Basic Interpersonal Communication Skills (BICS) and students who can use language academically in formal writing or speaking have what is characterized as Cognitive Academic Language Proficiency (CALPS). Depending on the individual ELL, teachers can differentiate instruction by integrating specifically designed activities and teaching strategies into lesson plans. For instance, when presenting the content instructors can express it clearly with pauses every so often, voice changes to highlight key terms, and sufficient wait time in order to give ELLs the opportunity to comprehend and participate (Salend, 2008). Teachers can also link new material to previously acquired knowledge and utilize visuals, organizers, and gestures to properly convey meaning and help these students internalize the vocabulary. Meaningful learning activities in cooperative groups can further develop ELL communication skills and allow them to exchange knowledge in a low-anxiety setting. These practices and others can be extremely effective in meeting the diverse needs of non-native speaking students in the general education classroom.
ELLs are not only faced with obstacles in acquiring a new language and progressing in the content areas, but they also have to adapt to a new culture. In this process of adjustment, teachers often play a major role. In many cases, they are the initial encounter with the mainstream society for limited English proficient students. Carasquillo and Rodriguez (2002) claim that an educator actually represents the mainstream culture. Therefore, teachers should go beyond instructing to promoting the development of acceptance, respect, and value for others’ languages and cultures in the classroom, school, and community. Although ELLs should share their culture and be immersed into American culture, they must also retain their own individual identity. Assimilationism and cultural pluralism present two separate perspectives on the concept of multiculturalism. Assimilationists understand diversity, but ultimately believe in merging all groups into the dominant culture. On the other hand, cultural pluralists think that people should retain their cultural roots and develop an appreciation for others cultural beliefs, customs, and understandings (Jazen, 1994). In an educational setting, teachers should strive to do both. For instance, they can celebrate American holidays and allow students to reflect on their own backgrounds by making culture boxes. Such assignments can eliminate ELL culture shock and ease the transition into mainstream society.

Meeting the needs of the ELL population in the United States schools continues to be both controversial and challenging. However, under the Lau v. Nichols court decision of 1974 non-English speaking students have the right to an equal education that provides support in second language acquisition (Gollnick & Chinn, 2009). As a result, educators must be equipped to effectively teach all of their students, especially those with special conditions. To exercise best practices they should seek opportunities for additional training, reach out to other professionals, keep in close contact with student families, and reflect on their teaching. ELLs can truly flourish in a learning environment that offers sufficient shelter and support for all aspects of their development.


References

Carasquillo, A. L. & Rodriguez, V. (2002). Language Minority Students in the Mainstream Classroom (2nd ed.). Clevedon, England: Multilingual Matters, Ltd.

Gollnick, D. M. &Chinn, P.C. (2009). Multicultural Education in a Pluralistic Society (8th ed.). Upper Saddle River, NJ: Pearson Education, Inc.

Jazen, R. (1994). Melting Pot of Mosaic? Educational Leadership, 51(8), 9-11.

Murrey, D. L. (2008). Differentiating Instruction in Mathematics for the English Language Learner. Mathematics Teaching in the Middle School, 14(3),146-153. Retrieved September 26, 2008, from NCTM.

Salend, S. J. (2008). Creating inclusive classrooms: Effective and reflective practices (6th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.

The Dropout Crisis in the United States

Conventional wisdom states that there seems to be a crisis concerning the dropout rate of students in the United States, specifically Black and Latino(a) students. These students traditionally do not achieve the level of success in school and have a higher dropout rate than their White counterparts. Nationally, high school graduation rates are low for all students, with only an estimated 68% of those who enter 9th grade graduating with a regular diploma in 12th grade (Orfield, Walkson, Wald, & Swanson, 2004). This situation is especially evident in inner city schools, which now cater to a high percentage of minority students. In 2001, only 50% of all Black students and 53% of all Hispanic students graduated from high school. While the achievement gap between White and Hispanic students has shrunk since the 1980s, that gap still exists and is still evident in statistical analysis of the situation. More worrisome is that even after new legislation was passed and curriculum was changed, the number of minority students dropping out of school is still greater than the number for White students. Ironically, some statistics show that the accountability aspect of No Child Left Behind has actually caused more students to drop out of school (McNeil, Coppola, Radigan, & Vasquez Heilig, 2008). Another factor in the high percentage of dropouts by Latino(a) students is the number of immigrants and ESL students who do not receive adequate instruction and are unable to complete the requirements to graduate or even be promoted. These factors are just two examples as to why the dropout rate for monitory students continues to be worrisome situation in the United States.
With the implementation and enforcement of No Child Left Behind, high-stakes test-based accountability has become the national norm in public schools. This system emphasizes accountability based on standardized test achievement, putting an unprecedented amount of responsibility on schools and their administrations. Students are required to meet passing scores on certain standardized tests, with emphasis being places on math and English language arts education. When these scores are not met, consequences include administration and staff removal and the possibility of school restructuring if scores do not improve over a three year period (McNeil et al., 2008). While standardized tests scores have increased across the nation, the dropout rate has among minority students has increased as well. It is quite possible that the accountability policy in schools, especially in high-poverty schools in major urban districts, has a direct impact on the severity of the dropout population. A study done by McNeil et al. (2008) analyzed data for 271,000 students in a high need urban high school in Texas shows that in that district, there has been a direct link between high stakes accountability and the dropout rate, especially for minority students. Most importantly, this study shows that the this accountability system puts the most vulnerable youth, the poor, the English language learners, and
African American and Latino children, at risk of being pushed out of their schools so the school ratings can show “measurable improvement” (McNeil et al., 2008).
The problem with the high-stakes accountability system not lies in the concept, but in the method being used to achieve the necessary standardized test scores schools need to meet the criteria for exemplary status. In order to meet these criteria, many schools across the nation have implemented a new criterion for promotion. In order to be promoted to the 10th grade, students need to have passed certain core classes, regardless of how many credits they have completed. For example, if a 9th grade student needs 15 credits to graduate to the 10th grade and has 15 credits, but failed to pass Algebra I, then he/she cannot move to the 10th grade. Likewise, if a 10th grade student does not pass a state test in the 10th grade, he/she cannot move on to the 11th grade. In one New York City public high school, the 9th grade retention rate for Black students was 27% while the retention rate for Latino(a) students was at 30% in 2002 (Orfield et al., 2004). The school required all 9th grade students to show mastery of core subjects which included math, social studies, English, and science. Students in the 9th grade who could not show mastery of these subjects did not progress to the 10th grade. The percentage of White student retention in the same year was at 8% (Orfield et al., 2004). If these students are held back, they are not longer eligible to take the state tests mandated in 10th grade since they are no longer part of the 10th grade cohort. The students who are eligible to progress to the 10th grade have a very likely chance that they will pass the state mandated test if they completed all of their core requirements and have a sufficient amount of credits, resulting in school wide improvement on the standardized tests.
What happens to the students that do not progress to the next grade varies. In some situations, students must repeat the class they failed or repeat the entire grade over again. Some students are required to take test prep classes while others must wait to take the standardized test they failed again. In many of these cases, what the students did not successfully pass the first time, they do not pass the second time, or even the third. The students are simply being put through the system again, with little change from the first time. Many districts, especially large ones in urban settings, seemingly do very little to help students complete their programs after the first time. It is the students who are left behind because of the accountability system that constitute the majority of the dropout rate in the United States.
Traditionally, Latino(a) and Black students do not achieve the same level of success in terms of high school completion. In 2005, 11% of Blacks and 23% of Latino students aged 16 to 24 were not enrolled in school, compared to 6% of White students (U.S. Department of Education, 2008). In 2005, Latino (a) students constituted 41% of the total drop out rate while only making up 17% of the entire school aged population. The high rate for Latino(a) students is in part the result of the high proportion of immigrants in the 16 to 24 year-old age group who have never attended school in the United States. Data from 2004 shows that more than half of foreign-born Latino(a) youths who were considered dropouts had never enrolled in a U.S. school and 80 percent of the group that did enroll in school were reported as either speaking English “not well” or “not at all” (U.S. Department of Education, 2008). While there are other factors that contribute to the high percentage of Latino(a) young adults considered dropouts, language is a major barrier to participation in and completion of U.S. schools. Immigrants who attend U.S. schools are often expected to master the English language and complete the same state and federal standards. Unfortunately, many LEP students are not proficient in the three year time period expected and cannot meet the standards set by the federal government. Research shows that while it takes five to seven years for a student to become proficient in the English language in a public school classroom setting, LEP students are expected to take a math test after 12 months of enrollment and again in their second year, when the scores will be counted (Orfield et al., 2004). If students do not meet the necessary criteria, they are unable to progress through school, also contributing to the high dropout rate among minorities, especially regarding the Latino(a) population in the United States.
Such factors as the new high-stakes accountability and difficult expectations set for all students to accomplish have contributed to the high dropout rate among minority students, one must also acknowledge that this situation is a crisis of youth at the bottom of the socioeconomic scale, regardless of race and ethnicity. Socioeconomic status and early academic failure are the leading predictors of dropping out (Mishel & Roy, 2007). To address these problems, there needs to be a comprehensive effort to improve schools including offering alternative programs and second chance systems, very different than the high-stakes accountability system that is now standard across the nation.

References
McNeil, L. M., Coppola, E., Radigan, J., & Vasquez Heilig, J. (2008). Avoidable losses: High-stakes accountability and the dropout crisis. Education Policy Analysis Archives, 16(3), 1-48.
Mishel, L. & Roy, J. (2007). Where our high school dropout crisis really is. Education Digest: Essential Reading Condensed for Quick Review, 72(6), 12-21.
Orfield, G., Losen, D., Wald, J., & Swanson, C. (2004). Losing our future: How minority youth are being left behind by the graduation rate crisis. The Civil Rights Project at Harvard University. Retrieved September 29, 2008, from http://www.urban.org/UploadedPDF/410936_LosingOurFuture.pdf
U.S. Department of Education, National Center for Education Statistics. (2008). The state of education 2008. Retrieved September 29, 2008, from http://nces.ed.gov/FastFacts/display.asp?id=16

The Influence of the Media on Multicultural Education

by Irene Sarno
The primary goal of multicultural education is to create equal educational opportunities for students from diverse racial, ethnic, social-class, religious and cultural groups. The creation of inclusive learning environments, where educators work with families and communities to foster nurturing and accepting arenas, are supportive of the numerous goals of multiculturalism. However, factors such as racism, sexism, cultural behaviors and religious intolerance must be addressed in order to create effective instructional strategies. To that end, each of these factors, are influenced by different forms of media. These opinions must ultimately be identified, understood and sometimes defused.

As noted by Alice Udvari-Solner and Jacqueline S. Thousand in The Inclusive School(1995), goals and outcomes of multicultural education are to: foster human rights and respect for difference, acknowledge the value of cultural diversity, promote an understanding of alternative life choices, establish social justice and equal opportunity, and facilitate equitable power distribution among individuals and groups. (Chapter 5)

A popular strategy for supporting inclusive education is through the use of cooperative learning. This strategy groups students together in an attempt to assist in learning about each other’s culture. One’s “culture provides the blueprint that determines the way an individual thinks, feels, and behaves in society.” (Gollnick & Chinn, 2008, p.36) Thus, attempting to understand each other through interaction is paramount. It is important to note, this communication is difficult, since immigrants become more reserved around those who don't understand their language or their culture. Gollnick and Chinn highlight another interesting dilemma, in that educators often do not live, or have never lived, in the community in which their students live (p.36). These same educators also possess personal beliefs that are based upon their own culture and experience, which invariably are exhibited in their teaching.

Still, when schools employ a multicultural approach they make a commitment to become learner centered thus empowering the student. This is a result of direct interaction as well as increased communication utilizing the media. Media consists of print media such as books, newspapers, and magazines to film, radio, television, advertising, and many other multimedia forms, including video games, computer culture, etc. Since the media also provide role models, perceptions of proper and improper conduct, and provide crucial cultural and political information, they are an important form of pedagogy and socialization. (Kellner, 1995) Hence, media communication becomes a central part of our cultural experience, providing a valuable social and cultural resource. We cannot deny media’s role in forming and reinforcing societal attitudes which help construct our images and understanding of the world. Many are concerned about the negative influence they believe media exert on young people. Media can influence a target group as to how they conceivable “fit” into society. Thus, education must meet the challenge of sensitizing students to the inequities and injustices of a society portrayed in the media. (Lewis, 1996).

Consequently, media literacy becomes an important component of multicultural education since many people's conceptions of gender, race, class, religion and culture are constituted, in part, by the media. A media literate person is able to read, understand, evaluate, discriminate and criticize media materials. This becomes a critical method to determine how people view social groups, gender roles of masculinity and femininity, determine attitudes and behavior and distinguish between good and bad as well as right and wrong. Therefore, training in media literacy must begin at an early age in order to critically educate how to disseminate the media information (Kellner, 1995) as well as identify alternative media which promote healthy multiculturalism ideals. Thus, critical media literacy teaches students to learn from media, to resist media manipulation, and to empower themselves to develop skills that will enhance democratization and promote social change.

Multicultural education aims to create equal educational opportunities for students from diverse racial, ethnic, social-class, and cultural groups. Members of this diverse population must learn to understand and relate to one another. Through the teachings of media literacy one can attempt to disseminate the truth from fiction in order to effectively learn.


Gollnick, D., and Chinn, P., (2008). Multicultural Education in a Pluralistic Society, Eighth Edition, Upper Saddle River: Pearson Education.

Udvari-Solner, A., and Thousand, J., (1995). Creating an Inclusive School. http://www.ascd.org/ed_topics/1995villa_ch5.html

Kellner, D., (1995). Media Literacies and Critical Pedagogy in a Multicultural Society. retrieved from: www.gseis.ucla.edu/courses/ed253a/newdk/medlit.htm

Lewis, J., (Summer 1996). Rethinking Media Literacy: A Critical Pedagogy of Representation, Afterimage, retrieved from: //findarticles.com/p/articles/mi_m2479/is_/ai_18627294

critical project

Question: How can I get teachers and administrators to really understand and confront their own prejudices?

I don’t think it is possible to get teachers and administrators to really understand and confront their own prejudices in a large scale. In spite of the higher levels of education that teachers and administrators may acquire through their schooling and life experiences, these prejudices are so deep-seated that keeping an open mind and overcoming such prejudices takes conscious effort. According to a study quoted by Sheryl McCarthy’s Forum piece, “Blinded by Prejudice” “ . . . even when people think they don’t have prejudices they have unconscious ones. Seldom do we acknowledge the depth of racial bias that still afflicts us, and this will continue to be what prevents Americans from working together and living in harmony.”

How can I get teachers and administrators to really understand and confront their own prejudices in a society like ours? I think we have to start like Freyre did with the population. It is human nature to stay within a comfort zone, which our prejudices provide. It is hard work to overcome and change our own beliefs, they are part of our makeup since childhood, passed on to us by our parents.

There are various ways to get a few teachers and administrators at a time, to understand and confront their own prejudices. First I would have to get teachers and administrators to admit that our parents were wrong in their prejudices which they passed on to us, and so we are wrong. Very few people are willing to admit that they have been wrong about anything. My husband’s generation still carries on with their opinions about the other races and religions. Even I, who suffered under discrimination, have moments when my behavior reverts to what I was taught growing up, although I have made serious efforts to get rid of unfounded prejudices. Secondly I would create workshops where interpersonal contacts with diverse others will promote harmony. Also I would create an opportunity for sports events (basketball games, softball games, etc.) where interracial teams (students, teachers and administrators) would compete. Then I would organize a day per month to celebrate the various ethnicities represented in that community. Another possibility would be to urge roundtable discussions. Readings of historical, cultural and sociological perspectives related to issues of gender and social class, emphasizing the need for cooperation among all ethnicities to attain their shared goals.

In spite of all evidence, experiences, readings, etc., the individual has to want to overcome prejudices or nothing changes.

BIBLIOGRAPHY

Caldwell, G.H. (2008, January 3) Take a hard look at personal prejudices. USA Today, News, Pg 12a.

Gollnick, D.M., Chinn, P.C. (2009) 8 edition. Multicultural Education in a Pluralistic Society. Upper Saddle Rive, NJ: Pearson

Religious Education in Public Schools

Over three hundred years ago, the first colonists set up public schools in the New World to meet their needs and desires for religious education. Many of the people who had recently moved to the North American colonies did so to escape religious persecution. They created schools first for the purpose of religious education and secondly for basic academic skills. Today’s attitude towards the public school system has changed dramatically. The first amendment, which promises the separation of church and state, has been interpreted to mean that religion has absolutely no place in public school curriculums. However, the events that took place on September 11, 2001, and the reactions of the public, showed the need to include religious tolerance and religious education in schools today. Including courses on world religions increases tolerance and understanding between students, which leads to a deeper understanding between adults.

Today’s students in the United States live in an extremely pluralistic society. Many ethnic groups and races routinely meet and interact in neighborhoods, schools, and public places. Schools are one of the first places that young adults identify, meet, and interact with people different from themselves. Therefore, schools are an obvious place for students to learn how to successfully live in our diverse society. Research says that although we know what we believe, most people do not know what others believe, why they believe or how to reconcile these different beliefs. A common human reaction to something that we are unfamiliar with is fear. Therefore, when students do not understand someone of a different religion or culture, they often fear those people. In the United States, Christianity is the most practiced religion and it is often Christians who stereotype others. “Religious intolerance inhibits the realization of a healthy pluralistic democratic state” (Rosenblith & Bailey, 2008, p.146). Religious education with a focus on awareness and tolerance within schools helps students become more open-minded and understanding. In her article “One Nation, Many Gods” Carrie Kilman (2007), describes the need for religious education and provides an in depth example of how a world religions course has been successfully incorporated into the curriculum.

Some people believe that the Constitutional promise of separation between church and state means that schools cannot discuss religion at all. However, public schools can legally teach religion in a fair and neutral way as long as they do not show preference for one religion. Kilman examines a small school district in Modesto California that implemented a 9th grade world religions curriculum in 2000. The main purpose of the course was to increase student respect for religious diversity. Teachers worked together to create the curriculum from scratch. They asked local religious leaders for their input to ensure that their information accurately portrayed beliefs and ideas. The course is extremely structured so that there is little chance for teachers to influence it with their personal beliefs. The course itself covers Buddhism, Christianity, Hinduism, Islam, Judaism and Sikhism for equal amounts of time. During each unit, students study the history, basic tenets, and societal significance of each religion. There is an opt-out program available for parents who do not want their children to participate in the course, but in the seven years of the program less than 10% of parents have done so.

After taking the course, students showed more respect for other students of different religions. When students chose to do or not do things due to their religious beliefs others within the school did not judge or make fun of the students, but instead understood and respected why students made certain choices. After the attack on the World Trade Center in 2001, reports of religious-based bullying increased dramatically in many schools across America. However, only one year after the course had been implemented in Modesto, there were no reports of hate crimes in their schools. This is a great testament to the importance and success of the world religions course.

Other countries, such as Canada, Australia, the United Kingdom and Germany, have already implemented courses that aim to create a religiously literate society. They define religiously literate as studying all major world religions, texts and civic contributions. They aim for increased knowledge, understanding and respect. By this definition the course in Modesto is training religiously literate students.

Rosenblith and Bailey examined the religious literacy courses in the UK. When students leave the course, they should have an understanding of universal civic values, knowledge and understanding of religious diversity within religious traditions, and appreciation of the many ways religion influences civic life. In other words, they focus on how religions have contributed to society as a whole. These classes are only offered in high schools because they believe students are old enough to have their own beliefs and are not easily influenced by new ideas. The teachers in the UK must go through a significant religious studies program before teaching the course. They are well trained in religious studies, not just Social Studies like many US religion teachers.

These two examples of successful education on world religions in public schools emphasize the importance of this type of education. Both of these programs showed that it is possible to teach about religion without teaching religion, or more appropriately preaching religion. The success of these programs should also alleviate the fear that some parents have expressed about teaching about religion in schools. Students did not show signs of questioning their own faith or converting to a different religion. In fact, some students may have learned about their own beliefs. The goal of education is to make students more knowledgeable and able to successfully function in the world around them. Religion plays a major role in the world, regardless of whether we would like it to or not. Many times, society focuses on the differences of religions instead of their common features and beliefs. A course in world religion enables students to see the similarities between their own beliefs and the beliefs of others. Even if there are only a few similarities between what they believe and another religion studied, at least students leave the course with an understanding and respect for that other religion.

References:
Gollnick, D. M & Chinn, P. C. (2009). Multicultural education in a pluralistic society (8th ed.). Upper Saddle River NJ: Pearson.
Kilman, C. (2007, November 1). One nation, many gods. Education Digest: Essential Readings Condensed for Quick Review, 73(3), 14-20. (ERIC) Retrieved September 26, 2008, from ERIC database.
Rosenblith, S & Bailey, B. (2008, March 1). Cultivating a religiously literate society: Challenges and possibilities for America’s public schools. Religious Education 103(2), 145-161. (ERIC) Retrieved September 26, 2008, from ERIC database.

The Effects of NCLB: Has It Accomplished Its Purpose?

In order to fully understand the effects of the No Child Left Behind law, it is essential to first understand the components that make up this law and its goals before analyzing its successes. This law was passed during a time of increased public concern about the conditions of education; specifically, that students from disadvantaged backgrounds were not receiving the same resources as those from privileged backgrounds, and thus were more likely to be less proficient in core content areas. The goals of NCLB are to close the achievement gap between low-income and minority students and their wealthy counterparts while maintaining a 95% proficiency rate in math and reading. The major categories of this law include: enhanced accountability for schools and states, more choices for parents, and a stronger emphasis on reading fluency for elementary students using scientifically-based teaching methods by highly qualified teachers.

Several effects have emerged since this law was enacted in 2002. In her article, An Update on No Child Left Behind and National Trends in Education, Laura H. Chapman (2007) describes the continuous gap in achievement between white and minority groups, despite the efforts of NCLB to minimize it. NCLB has had a negative impact on schools with large populations of minorities and ESL learners, which most frequently exist in urban areas (Chapman, pg. 27). Since the federal government requires testing as a form of measurement in a child’s academic ability, schools have become concerned with those students who are ESL and/or have a disability (pg. 28). The issue is whether it makes sense to administer an all-English test to a student who has limited English competence, or to a student with cognitive disability because it does not accurately represent the academic gains achieved by the student. According to Jaekyung Lee and the Harvard Civil Rights Project in Tracking Achievement Gaps and Assessing the Impact of NCLB on the Gaps: an In Depth Look into National and State Reading and Math Outcome Trends:

"The racial and socioeconomic achievement gap in the NAEP reading and math achievement persists after NCLB… If the current trend continues, the proficiency gap between advantaged White and disadvantaged minority students will hardly close by 2014. The study predicts that by 2014, less than 25 percent of Poor and Black students will achieve NAEP proficiency in reading, and less than 50 percent will achieve proficiency in math."(2006, pg 11).

Many experts are attributing this unfortunate result to the lack of funds given to schools. One of the controversial issues that arise when analyzing the effects of NCLB is the increasing role of the federal government in public education. In her article, The No Child Left Behind Act: Is it an Unfunded Mandate or a Promotion of Federal Educational Ideals?, Regina Umpstead argues that NCLB is a contentious issue because it applies to every child without providing adequate funding to pay for the required programs (2008, pg. 198). Since goals of this law are intended for all students in public schools across the country, rather than at the state’s discretion, the states argue that the federal government is not providing money to assist in achieving the standards set; as a result, schools are becoming increasingly concerned about the ramifications if the goals are not met.

One ramification for schools who fail to meet the goals of NCLB is that parents have the right to send their child to another school. An interesting statistic reveals that most students who qualify for this benefit actually don’t transfer schools. In her article, Chapman (2007) states that on a national scale, only three percent of parents are exercising that right because test scores are not the only issue; in fact, seventy percent of families are content with the schools their children attend, and this is particularly true amongst families who have limited financial means (pg. 28).

Another trend that emerges as a result of NCLB is that many districts are now spending more time on reading and math. The Center on Education Policy reports that 71% of districts are now reducing the time spent on other content areas, affecting social studies the most and least affecting physical education (Jennings & Renter, 2006, pg. 1).The previously cited study also indicates that 97% of districts in high poverty areas now require a specific amount of time allotted for reading, whereas approximately 55-59% of districts in more affluent areas have the same requirement (pg. 2).

The question then becomes: has NCLB accomplished its purpose? Although the No Child Left Behind Act is quite controversial, research has shown that, overall, it has had a positive effect nationally on the achievement of students in the areas of reading and math. Another study conducted by the Center on Education Policy reveals that states with three years of test data have shown a consistent increase in scores since 2002 (2007, pg. 1). While it does seem to be an optimistic outcome, large percentages of educators are now spending more time teaching test-taking strategies and focusing specifically on the topics covered on state-mandated exams (Viadero, 2007, pg.7). This trend thus limits teaching and narrows the curriculum.

So it appears that NCLB is accomplishing at least one of its primary goals. However, as previously discussed, these results come at a price. Reducing the time spent on subjects like social studies will not help our students become globally literate citizens in today’s ever-changing and increasingly technological world. Also, the lack of funding to the schools that desperately need it in order to fulfill the goals and benchmarks of NCLB is not effectively narrowing the achievement gap between the wealthy and the poor. While there are some good components in the NCLB law, I believe that it needs to be restructured so that students can benefit from the goals without sacrificing any other part of the curriculum and foster a love of learning. I feel that a test-based accountability system limits instruction for teachers and does not effectively show the gains made by individual students. There is still a lot of work that needs to be completed in order for the goals of NCLB to be met by 2014. However, if the federal and state governments work together to remediate the issues that currently hinders the successes of NCLB, than I believe that all children will be successful in school.













Works Cited.

Center on Educational Policy (2007, June). Answering the Question that Matters Most: Has Student Achievement Increased Since No Child Left Behind? Retrieved from http://www.cep-dc.org/document/docWindow.cfmfuseaction=document.viewDocument&documentid=200&documentFormatId=3620

Chapman, L. (2007, September). An Update on No Child Left Behind and National Trends in Education. Arts Education Policy Review, 109(1), 25-36. Retrieved September 28, 2008, from Professional Development Collection database.

Jennings, J. & Stark Renter, D. (2006, November). Ten Big Effects of the No Child Left Behind Act in Public Schools. Center on Education Policy. Retrieved September 29, 2008, from http://www.cepdc.org/document/docWindow.cfmfuseaction=document.viewDocument&documentid=29&documentFormatId=596

Lee, J., & Harvard Civil Rights Project, C. (2006, June 1). Tracking Achievement Gaps and Assessing the Impact of NCLB on the Gaps: An In-Depth Look into National and State Reading and Math Outcome Trends. Civil Rights Project at Harvard University (The), (ERIC Document Reproduction Service No. ED491807) Retrieved September 28, 2008, from ERIC database.

Umpstead, R. R. (2008). The No Child Left Behind Act: Is it an Unfunded Mandate or a Promotion of Federal Educational Ideals? Journal of Law and Education, 37(2), 193-229. Retrieved September 29, 2008, from ProQuest Education Journals database. (Document ID: 1462271331).

Viadero, D. (2007, June 20). Teachers Say NCLB Has Changed Classroom Practice. Education Week, 26(42), 6-22. Retrieved September 30, 2008, from Education Research Complete database.