How no child left behind and high stakes testing impact student achievement
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Enacted in 2001, the No Child Left Behind (NCLB) law created a dramatic change on the landscape of educational expectations and teaching methods for the 21st century. The background for NCLB began with concerns stemming from prolonged eroding national test scores, low literacy rates, and evidence that high school graduates were inadequately prepared for military and business demands. The paper will explore the history, purpose, and impact of NCLB. Issues related to the impact of NCLB on graduation exams, dropout rate, minority students, special education, and teaching methods will be described. The future school movement, several influential court cases, and examples of valuable programs will be examined. Teachers must offer at risk student groups more creative and research based methods to better engage their learning, expectations, and motivation. Although NCLB has the potential to improve student outcomes through accountability methods, standardized testing has become too costly and time consuming for schools. Also teachers have not been provided with the funds, tools, and support to meet NCLB's new expectations. Alternatives to standardized testing are needed to prevent dropout and increase motivation for the highest risk students.
Academic achievement -- United States -- Testing
Education -- Standards -- United States
Educational accountability -- Law and legislation -- United States