Openness in the AYP and NCLB for two successive years, te federal lawmakers have authorized that respective states maintain their accountability to the public by publishing their school report cards. Te report cards maintain information drawn from all schools in a particular district and incorporate information on proficiency/ AYP rates, tachers professional qualification, dta by sub group, ad establishes schools in dare need of improvement(McKinney, 2008). Te NO Child Left Behind Act and its actual provision were passed to become a law on January8, ater which it found its implementation across the nation.
Tis reform effort functions primarily as a directive for each designated state to tailor an assessment system, wile holding each of the school in the district answerable. Fllowing the NCLB implementation, i was deemed crucial for states to stick within the requirements of the legislation provisions to continue benefiting from the education funding advanced by the federal. Cnsequently, mny states, wthin a short time, bgan to create a system of compulsory testing within the disciplines covered under NCLB, ad went to ensure they are administered across all schooling levels, icluding elementary, mddle and high school.
The predetermined goal of this novel countrywide plan was to better assess the usefulness, o absence thereof, o public school systems in America. Pesently, 49 out of the 50 states operating under the United States Department of Education employ the compulsory testing practice as outlined by the NCLB. Fllowing g this, the resulting scores on various state assessments today function as the standard of determining whether or not a particular school achieving its mandate in offering a quality education to young American citizens.
Hving this implementations, te United States education environment has realized a widespread influence with the so called ‘high-stake testing’ phenomenon. Pinciples from the public schools across the nation understand that they hold the greatest risk when it comes to accountability of their student’s performance in particular exams. Cnsequently, mjority of the local persons serving as stake holders in the education system, i collaboration with leaders within the field, hve started to depend almost entirely on test outcomes in order to establish both the accomplishment of individual students, ad the effectiveness of individual schools.
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