No Child Left Behind Is An Act Designed - 985 Words

As previously stated, No Child Left Behind is an act designed to help students achieve and learn more in the elementary through high school grade levels. The act was put into place on January 8th, 2002 by President Bush as a reauthorization of the Elementary and Secondary Education Act (No Child Left Behind). The act was implemented into every public school in America, and has promoted the emphasis on math, reading and writing (White). The act required annual testing in schools of all students from third to eighth grade in the 2005 to 2006 school year. Studies have shown that No Child Left Behind has been increasing students’ test scores, and the act has also â€Å"closed the achievement gap† between white and minority students (White). Writer Debra White states that, â€Å"while No Child Left Behind helps minorities get the same level of educational achievement as white students do, it also helps students coming from low-income families, students with disabilities , t hose who don’t speak English, African Americans and Latinos to get quality education.† As the No Child Left Behind helps students learn more about reading, writing, and math, the United States Department of Education states, â€Å"America s nine-year-olds posted the best scores in reading (since 1971) and math (since 1973) in the history of the report. America s 13-year-olds earned the highest math scores the test ever recorded† (Archieved). The No Child Left Behind Act has also increased students test scores. It has helpedShow MoreRelatedThe Ramifications of Government Reform on Education Essay1354 Words   |  6 Pagesan education in America. However, government acts like No Child Left Behind (NCLB) and Common Core curriculums have been put into effect in order to reverse America’s position. They are best understood as tools to bridge the achievement gap regardless of what a child may look like, sound like, or what part of the nation they come from. These programs are designed to help all children excel in school no matter what. Even though the No Child Left Behind Act significantly increased the average performanceRead MoreNo Child Left Behind ( Nclb )1409 Words   |  6 PagesIn 1965, then President Johnson signed the Elementary and Secondary Education Act into law. Over the years it has been repeatedly reauthorized and updated by congress. No Child Left Behind (NCLB) was first introduced as House Resolution 1 during the 107th Congress in March of 2001. The Act aimed to ensure that all students regardless of race or socioeconomic status would have the opportunity for a solid education. The 2002 reauthorization included major bipartisan efforts to expose achievement gapsRead MoreHow Education Is The Key Focus On Improving Test Scores1635 Words   |  7 Pagesand foundations of the school, teaching levels, what should be taught and standardized test to check for improvement, and are working on implementing another one called the Common Core State Standards (CCSS). George Bush introduced the ‘No Child Left behind Act’ (NCLB) in 2002. Since 1969 the ‘National Assessment of Educational Progress’ (NAEP) has provided data on students’ test scores and performances. The ‘Mississippi Curriculum Test, Second Edition’ (MCT2) was founded on the MS frameworks ofRead MoreFederal And State Laws Play Essay1202 Words   |  5 Pagesshow their interest i n their child (Amatea, 2013). California Department of Education advocates with policies and laws to support parent involvement to support student’s academic success. Federal and state laws play a role in linking families and schools together to build and strengthen social, emotional, and academic growth of children (Amatea, 2013). Parent Involvement Parents should always be an essential and ongoing part of school curriculum; just because their child starts school it does notRead More No Child Left Behind Essay966 Words   |  4 PagesNo Child Left Behind As students in a Structure Philosophy class, one of the main components has been to introduce and familiarize us with the No Child Left Behind Act. President Bush passed this legislation on January 8, 2002. The NCLB Act was designed to ensure each and every student the right to a fair education, to give parents more options in their child’s education, and to guarantee all teachers are highly qualified. By highly qualified, the act means teachers must have at leastRead MoreThe Reauthorization Of The Elementary And Secondary Education Act948 Words   |  4 Pages Every Student Succeeds Act was a new law that was signed into legislation in 2015 by President Barak Obama. ESSA is a biparty educational reform law was designed from several aspects of No Child Left Behind. The United States Department of Education (2015) stated that ESSA focuses on factors such as, advancing equity for the nations disadvantaged students by investing more in preschool programs, local innovations, reporting student progress on all high stakes assessmentsRead MoreEvaluation Of A Program Based Assessment Data For The Calculation Of Multi Year Averaging1072 Words   |  5 Pagesacademic instructional program designed for implementation beyond the regular school day to address the academic needs of low performing students. Middle school. A school that enrolls 11-15 year-old students in grades six, seven, and eight. Multi-year Averaging. If a school fails to make AYP based on the AMOs for reading/ELA and math, test scores from the current school year are averaged with test scores from the preceding two years. This rolling average is designed to mitigate the fact that studentRead MoreEssay about Anotated Bibliography No Child Left Behind760 Words   |  4 PagesLevente Vizi Professor Di Gloria ENC 1101 T2 137 25 March 2012 Annotated Bibliography What the paper Whats Missing from No Child Left Behind? A Policy Analysis from a Social Work Perspective. argues is that the No Child Left Behind bill might not be accomplishing its purpose. Moreover, the paper sheds light on the social and emotional risk factors that prevent students from succeeding in school. In the end, the article suggests that school social workers are capable of eliminating theseRead MoreThe No Child Left Behind Act Of 2001 ( Nclb )1227 Words   |  5 PagesThe No Child Left Behind Act of 2001 (NCLB) is a United States Act of Congress that is a reauthorization of the Elementary and Secondary Education Act, which included Title I, the government s flagship aid program for disadvantaged students. No Child Left behind was enacted with the intent to become a government aid program for disadvantaged students, and eventually raise the general education standards for the United States. This act was created with the idea to â€Å"close the achievement gap withRead Mo reSpecial Education For Students With Disabilities1466 Words   |  6 Pagesearlier the intervention for a child the greater the chance the child will succeed. The United States has formed many laws to protect the rights of individuals with disabilities. According to Gargiulo (2012), â€Å"the judicial action and legislative enactments have been two forces that have been powerful tools in securing many of the benefits and rights presently enjoyed by more than 6.5 million pupils with disabilities.† (p.43). The Individuals with Disabilities Act was created to enhance the educational

Calculating And Measuring Racial Disparity - 939 Words

CALCULATING AND MEASURING RACIAL DISPARITY Research focusing on the calculation of racial disparities in police outcomes has generally examined police traffic stops and the follow up police activities, such as, citations, search and warnings. Review of these studies suggests that calculation methods of racial disparity vary from one study to another; however, majority of those studies employed population as a baseline measure or benchmarking variable (Withrow, 2002; Smith Petrocelli, 2001; Withrow Williams, 2015). Early studies using population as a baseline measure to compare disproportionate traffic stop counts found substantial racial disparities (Lamberth, 1996; Verniero Zoubek, 1999). Studies later have begun to discuss that†¦show more content†¦Numbers suggest that, for instance, while Blacks compose six percent of population in St. Clayton city, they represent 57% of overall police arrests. Similarly, the probability of Black arrest in Berkeley (CA) and Madison (Wis) cities is nine times higher than other r acial groups compared to their corresponding population. In addition to this, Bureau of Justice statistics report that at the national level, Blacks are two times more likely to be arrested compared to Whites. Concurring with media reports and national statistics institutes’ estimates, empirical studies also report high proportion of minority arrests compared to their representation in the population (Golub, Johnson, Dunlap, 2007). On the other hand, others argue that disproportionality in arrest decisions is commensurate with the racial distributions in offending rather than residential distribution in the population (D’Alessio Stolzenberg, 2003; Sampson Lauritsen, 1997). Putting it differently, proponents of this group hold that differential involvement in crime commission leads to higher arrest rates. For this reason, employing frequency of crime involvement as a baseline measure would yield different findings as opposed to relying only population as a baseline measure (Golub et al., 2007). Take an example, to calculate racial disparities in drug arrests, frequency of drug users for each race group need to beShow MoreRelatedIntelligence Is Defined As General Cognitive Problem Solving Skills1449 Words   |  6 PagesIntelligence is defined as general cognitive problem-solving skills. A mental ability involved in reasoning, perceiving relationships and analogies, calculating, learning quickly†¦ etc. A number of psychologists have argued that intelligence can be quantified, primarily through testing. 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Mandatory Prenatal HIV Testing Essay Example For Students

Mandatory Prenatal HIV Testing Essay A. SummaryThis particular journal researches prenatal HIV testing as it relates 1.Randomized controlled studies involving HIV- positive pregnant women at various stages of pregnancy were monitored and evaluated in an effort to find conclusive reasoning for prenatal testing. Women of different income levels, educational and ethnic backgrounds were involved in these studies. 2. The AIDS Clinical Trials Group Study 076 as well as following randomized controlled trials were used in order to test whether prenatal testing was an effective means of preventing the vertical transmission of the HIV virus. Quick and relatively simple tests were performed in order to first determine whether pregnant mothers were HIV- positive. If the mother then tested seropositive, antiretroviral therapy was begun in an effort to reduce the perinatal transmission of the virus. Randomized trials performed in developing countries also tested whether early detection followed by antiretroviral therapy greatly reduced viral transmission. 3. The ACTG 076 showed that in cases involving prenatal HIV testing, where the virus was discovered in the earlier stages of pregnancy, that treatment could lower the chance of transmission from 25 % to 8 %. Furthermore, since these findings were released along with the recommendation that prenatal testing be mandatory for all pregnant women the cases of perinatally transmitted AIDS reported in the United States have been cut in half. B. CritiqueAIDS Clinical Trials Group Study 076 produced evidence that mandatory prenatal testing would be effective, but it is plausible that the study itself could have been more effective. 1. The studies performed were statistically sound and lead to seemingly significant results. Randomized and controlled studies were performed subsequently in an effort to ensure useful results. Statistically, these methods of research produce findings that are typically more accurate than the other various approaches to research. Likewise, the HIV test itself is basically a simple and for the most part accurate means of determining whether a pregnant mother is HIV- positive. The tests were administered to mothers that had already tested positive in order to further ensure the accuracy of the study. In this way, it appears that much time and effort was put forth in order to find conclusive reasoning either proving or disproving the theory that prenatal HIV testing should be mandatory. On the other hand, in order to develop policies that would make prenatal screening mandatory there are two sides to consider; pregnant women who are HIV- positive and pregnant women who do not carry the virus. In this way, the study lacks in including women who must be tested for seemingly no reason. It fails to mention if any undue hardships must be placed upon women who are HIV- negative. 2. Because HIV can be a treatable disease the findings from this study are as most would expect them to be. Early detection leads to an increased likelihood of preventing the viral transmission of the disease. The findings themselves are quite impressive also. If at anytime the spread of a disease can be decreased by nearly 50 % as long as it is detected and treated in a timely fashion, then it is easy to assume that those measures would be widely accepted. However, for some it is an issue of privacy or civil rights. For others they may avoid prenatal care because they fear HIV testing or resent the mandatory policy. These women would lose the opportunity to receive benefit from antiretroviral therapy if they were infected, and, more important, they would lose the benefit of prenatal care regardless of whether they were infected with HIV. Mandatory testing might deter the women who are the most likely to be infected with HIV from receiving prenatal care. Furthermore, because the odds of the baby actually being born with AIDS are sometimes low, some mothers do not believe it is worth the drama if the baby may be born seronegative. Issues involving pregnancy are continually made more complicated because of opposing views on the decisions made regarding the babys health. .ubebcb4369fa4a2e0ca8fa0cd51950c3a , .ubebcb4369fa4a2e0ca8fa0cd51950c3a .postImageUrl , .ubebcb4369fa4a2e0ca8fa0cd51950c3a .centered-text-area { min-height: 80px; position: relative; } .ubebcb4369fa4a2e0ca8fa0cd51950c3a , .ubebcb4369fa4a2e0ca8fa0cd51950c3a:hover , .ubebcb4369fa4a2e0ca8fa0cd51950c3a:visited , .ubebcb4369fa4a2e0ca8fa0cd51950c3a:active { border:0!important; } .ubebcb4369fa4a2e0ca8fa0cd51950c3a .clearfix:after { content: ""; display: table; clear: both; } .ubebcb4369fa4a2e0ca8fa0cd51950c3a { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ubebcb4369fa4a2e0ca8fa0cd51950c3a:active , .ubebcb4369fa4a2e0ca8fa0cd51950c3a:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ubebcb4369fa4a2e0ca8fa0cd51950c3a .centered-text-area { width: 100%; position: relative ; } .ubebcb4369fa4a2e0ca8fa0cd51950c3a .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ubebcb4369fa4a2e0ca8fa0cd51950c3a .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ubebcb4369fa4a2e0ca8fa0cd51950c3a .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ubebcb4369fa4a2e0ca8fa0cd51950c3a:hover .ctaButton { background-color: #34495E!important; } .ubebcb4369fa4a2e0ca8fa0cd51950c3a .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ubebcb4369fa4a2e0ca8fa0cd51950c3a .ubebcb4369fa4a2e0ca8fa0cd51950c3a-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ubebcb4369fa4a2e0ca8fa0cd51950c3a:after { content: ""; display: block; clear: both; } READ: teen suicide Essay Many uneducated mothers do not realize or fully understand the consequences of their decisions on the babys livelihood. These same mothers also feel that they, not their doctors should make those decisions because after all, it is their baby. C.ArgueBefore writing this paper .