- How are we better able to understand larger societal inequities through the lens of NCLB?
Because it sheds light on the differences in educational opportunities and achievements for various demographic groups, NCLB offers a prism to study the greater social imbalances. The law requires schools to provide yearly student performance statistics broken down by factors such as race, ethnicity, socioeconomic position, handicap, and language. According to the statistics, the academic performance of kids from low-income families, students of colour, and English language learners is consistently poorer than that of their white, middle-class, and native English-speaking counterparts. Evidence from this study suggests that socioeconomic factors such as racism, classism, and financing disparities play a larger role than students’ shortcomings in explaining educational inequality. NCLB was enacted to help reveal these differences and make schools responsible for bridging the performance gap.
- According to Darling-Hammond (2007) and Hursh (2007), how does accountability play out in education reform?
However, Darling-Hammond (2007) and Hursh (2007) agree that the focus on accountability has had unexpected implications in the school reform movement. Teaching to the test and a reduced emphasis on important skills like critical thinking, problem-solving, creativity, and social and emotional development are two unfortunate outcomes of No Child Left Behind’s (NCLB) accountability measures. Also, the environment of fear and punishment by accountability measures harms educators’ morale, professional judgment, and inventiveness.
The effects on students may be bad if accountability mechanisms promote a culture of fear and punishment among educators. Under heavy pressure to raise students’ standardized test results, some educators may resort to teaching to the test rather than delivering a well-rounded education that caters to each student’s unique needs and interests. This may cause a reduction in the emphasis placed on the arts, social studies, and physical education in favour of the topics and abilities examined. Furthermore, educators who are overworked and micromanaged due to accountability measures may need more time and effort to provide pupils with customized assistance and attention. They may feel pressured to focus on children in danger of failing the exam rather than those already doing well, depriving high-achieving students of the challenge and enrichment they need to fulfil their full potential.
A high turnover rate of teachers is also associated with an environment of fear and punishment, which has a detrimental effect on kids. When educators leave their posts, the beneficial bonds they’ve created with their charges inevitably dissolve, threatening the kids’ academic and emotional development. Another opportunity and time for learning are lost if replacement instructors have a different depth of familiarity with the children. Ultimately, students may suffer due to accountability measures that damage teachers’ motivation, professional judgment, and creativity, reducing their opportunities for a well-rounded education, tailored assistance, and healthy connections with their instructors. Darling-Hammond argues that accountability should be rethought to include various student outcomes and indicators, including graduation rates, college enrollment, and community service.
- What schooling disparities persist despite NCLB’s promise for more equitable participation (regardless of race, income, zip code, disability, home language, or background)?
The objective of NCLB was to make participation more equal for all children, yet large gaps still exist, especially for pupils of race and low income. Poorly resourced schools that serve low-income neighbourhoods are a major problem. This includes a need for more money for teachers, textbooks, computers, and other necessities. Further, minority kids are overrepresented in lower-track classes, reducing their exposure to more challenging material and, thus, their chances of graduating high school and being prepared for college or a profession. Students learning English also need help with difficulties since they are often integrated into regular classes without the necessary assistance, resulting in poor academic performance and high attrition rates. Additionally, kids with disabilities are often left out of standardized testing and the accountability system, which results in insufficient assistance and funding for these students. The accountability methods used under NCLB have been inadequate to eliminate these structural inequalities; more policies and funding are required to ensure all pupils succeed.
References
Darling‐Hammond, L. (2007). Race, inequality and educational accountability: the irony of “No Child Left Behind.” Race Ethnicity and Education, 10(3), 245–260. https://doi.org/10.1080/13613320701503207
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