The so-called “No Child Left Behind” is a set of legislative acts, aimed at increasing the level of academic performance in American schools. It is widely believed by many educators that this program has many rather controversial points. Moreover, it has often been subjected to criticism because it is not quite clear whether its methods are effective. In fact it is very often suggested is that, NCLB only has detrimental effects on the system of education in the United States. The main reason for the criticism is that in its core NCLB pays too much attention on standardized tests. Some sociologists and educators believe that increased performance in standardized tests does not mean that students performance actually improved.
Perhaps, it would be better for us to discuss some research works, dedicated to NCLB and present various viewpoints as to this issue. The first study that we are going to discuss is the article “The No Child Left Behind Act” written by Richard Simpson. The article covers a great number of issues such as for example, major goals of NCLB, the major problems raised by this program. In addition to that, it discusses its advantages and disadvantages. The article is primarily aimed at analyzing the main peculiarities of this rather controversial program. Overall, it is quite possible for us to say that the author gives preference to the qualitative research methods, such as for instance analytical induction content analysis, critical, theory. Probably, the main disadvantage of this report is it disregards statistical research methods, which could have been rather helpful in this case. The research was designed to study the net effects of NCLB. Although it is not explicitly expressed, the author mostly focuses on social cognitive perspective. He believes that observational learning would be the most appropriate. Such perspective adds to the quality of the study because we are able to look at “No Child Left Behind” from a different standpoint.
According to the author, net result of NCLB program is rather beneficial. However, the author argues that some amendments can be still made. The article explores the program from various standpoints (educational and sociological). Richard Simpson believes that the main drawback of NCLB is that it is mostly “test-oriented”. The author says that some subjects cannot be checked by means of a standardized test. In addition to that, he mentions that some schools are deliberately simplifying the tests in order to achieve the necessary performance results (though author does not provide any statistical data, substantiating his statement). Overall, it is worth mentioning that the author does not explicitly state his attitudes towards the program. He says “Some have cast NCLB as an enlightened scientifically based reform effort that will dramatically improve U.S. schools. In contrast, others have described NCLB as a misguided enactment whose foundation is unproven change strategies” (Simpson, 62) research work could have been more profound, if it had contained some statistical analysis. Perhaps, if the author had taken the constructivist approach, it would have altered the study. According to such approach, each learner is unique in some way. Therefore, we can ask a question, whether NCLB takes into account individual needs of every learner.
Another research work that we are going to discuss is the article written by James Gallagher. It is called “No Child Left Behind and Gifted Education”. This research is aimed at studying the effects of this program on gifted or talented students. The author successfully combines qualitative and quantitative research methods, to be more exact the author employs such techniques as statistical survey, structured interview, Likert or grading scale. As regards the qualitative techniques, we can mention observation, analytical induction. James Gallagher attempts to look at this issue from various perspectives; such constructivist and social cognitive. He believes that every task should correspond to some every day problem, which means authentic. According to social cognitive approach, a person should learn through observations and interactions with other people. This is not reflected in standardized tests. In addition to that, each learner requires personal approach (constructivist approach), especially if we are speaking about talented or gifted students. NCLB does pays more attention to overall performance, however, the specific needs of talented students are disregarded.
The author believes that that some aspects of this program should be more specific. First, he says that such notion as “highly-qualified teachers” is rather subjective. In addition to that, he believes that standardized tests cannot adequately evaluate the level of students knowledge. He says, “We should be asking what should be included in assessment instruments for gifted students. The majority of the current measures focus on content mastery and high scores may give the illusion that the student is well grounded” (Galagher,121). Besides, the author says that there is no actual evidence that “NCLB” have produced any results. James Gallagher states that the increased academic performance may have nothing to do with program, itself, because it had happened much earlier the adoption of this act. The author substantiates his argument by the statistical data, proving that much of the credit given to NCLB can be easily questioned.
Much attention has recently been given to the assessment technique. Robert Lock in his article “Use Authentic Assessment Technique” tries to develop a definite algorithm for evaluating students knowledge. The researcher mostly gives preference to quantitative research methods, such as for example, structured interview, with scaling questions. This sociological study was designed to analyze students attitude towards NCLB. We should mention that no one actually took interest in students opinion. In fact, it involves twenty steps. He places emphasis on the necessity for individualized assessment technique, which would be more useful. Thus, we can say that the author takes constructivist approach to this issue. Moreover, Robert Lock stresses the fact that the tasks should be authentic, in other words solving practical problems. This point seems to be in conflict with “NCLB” doctrine, because allows only standardized methods of assessments (Lock, 169).
Thus, we can arrive at the conclusion such phenomenon, as “NCLB” still requires thorough analysis from various standpoints, cultural, sociological, and pedagogical.
Bibliography
- James J. Gallagher (2004). No Child Left Behind and Gifted Education. Roeper Review. Volume: 26. Issue: 3, p 121.
- Richard L. Simpson. The No Child Left Behind Act: Challenges and Implications for Educators. Intervention in School & Clinic. Volume. 40, 2 , p 67.
- Robin H. Lock. (2007) Use Authentic Assessment Techniques to Fulfill the Promise of No Child Left Behind. Intervention in School & Clinic. 42. Issue: 3, 169