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Our Heritage Journal ISSN 0474-9030 is a multidisciplinary journal for research publication. Urgent Notice to authors: Note: Removed from UGC-CARE List on 27th Feb 2020. Title of the document

Schools unlikely to meet NCLB goals. Who's surprised?


Ever since No Child Left Behind was passed, I've heard nothing but negative reviews from teachers. They've said it's unrealistic and forces teachers to foster good test-takers rather than good learners.

Public school teacher Jack Fontanella even created a "No NCLB" blog (nonclb.blogspot.com) to discuss how the failing system can be changed. He writes:
The tests themselves have become a major obstacle to improving struggling schools. They are not providing useful data for better instruction; they are providing junk data for bad policy or telling us what we already know: that public schools are swamped by the same inequality that exists all around them. Testing every kid every year and measuring the results against benchmarks that no real schools have ever met is not an "accountability" system. It's an enabling instrument for imposing privatizing sanctions and pushing more democratic and promising school improvement strategies to the sidelines. One activist compared NCLB's out-of-control testing plague to the difference between giving a patient a blood test and draining the patient's blood.
New studies are now showing that anti-NCLBers may be right. Based on a study of California schools, researchers predict that the NCLB targets will not be met by the 2013-2014 deadlines, The results also show that schools are struggling most to get English Language Learners and economically disadvantaged students to meet NCLB targets, especially in language arts.

It seems that the government is blaming teachers, or the lack of "highly qualified" teachers for this failure to meet NCLB goals.
The main reason is that schools failed to comply with the NCLB law’s mandate to hire “highly qualified” teachers in schools serving disadvantaged students, said Amy Wilkins, the vice president of governmental affairs and communications for the Education Trust, a Washington-based research and advocacy group that was instrumental in designing the law, which Congress passed in December 2001.
“We haven’t provided the help to struggling schools, and we haven’t provided the teachers they need,” said Ms. Wilkins. “Good teachers dramatically change not just the learning trajectories, but the life trajectories of students, and we didn’t do that.”
So what do you think? Is it teachers or it it a flawed system? Post your answer in comments or complete the poll to the right.

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