A Study of The Objectives of The United States' Act No Child Left Behind

The No Child Left Behind Act did raise students’ test scores, however, it did not raise their overall quality of education. Some subjects are less focused on as a result of not testing in these areas, and many of these subjects have been proven to help raise children’s educational experience. While test scores did increase dramatically after the passing of No Child Left Behind, many teachers were fired and schools reformed, so one must question if students are actually learning new material, or just learning better strategies to take tests. In addition, many rural or poor schools across the nation have been labeled as ‘failing’ and shut down, but the question of if they really deserved to be closed remains unanswered.

Understandably, many schools are focusing on math and reading, as those are the main subjects tested. There is nothing wrong with this, however, some other subjects, such as science, history, and the arts are neglected, underfunded, and even cut out in some schools. In Diane Ravitch’s article in Newsweek March 2011, she said, “…Many districts have reduced the time for the arts, history, science, civics, foreign languages, P.E., literature, and geography…” (par. 6) This quote shows how numerous subjects, which are key to creating a good learning environment, are being neglected. The fine arts, such as music and drama classes, are now a lower priority or underfunded by schools because of the recession and these are vital to children’s learning experience. On another note, with an increasing number of high school students taking AP classes for college credit, many don’t have time to take extra tests in addition to AP Exams, which may cause students to get overwhelmed with testing, therefore affecting their performance. “There is too much testing, and nobody knows what the results mean” (Downey, par. 28) One must ask themselves whether test scores are accurate, or just the result of teachers over preparing students for tests, or students not having many options other than math and reading on which to focus their education.

There is no doubt that the passing of No Child Left Behind raised test scores across the nation, and brought some students up to a higher level of education. Right after the passing of No Child Left Behind, there was a school in Texas that increased its rank from ‘Below Standards’ to ‘Exceeding Standards’ in a short time span of a few years. Some experts questioned this school’s methods though, as the students took another test, in a different format that they were not prepared for, and scored below standards again. (Ravitch, par. 4) Another focus of No Child Left Behind was to giver students more opportunities to take their education into their own hands. Twenty percent of eligible students have taken advantage of programs offered to them by No Child Left Behind. (Jennings, par. 13) Though this is a good number of people, some critics of No Child Left Behind wonder about the remaining eighty percent.

Some teachers are focusing on teaching their students to test well, rather than the actual teaching of their subject. A big example of this would be foreign language programs. Some people question the effectiveness of AP tests, saying they only test verb conjugations and vocabulary, whereas the ‘point’ of a foreign language class is to learn how to communicate. Most AP exams also do not include a speaking portion, which could be vital to a students’ future in education. Many colleges and universities have a speaking portion of a test they give their applying students, to place them in a level of language they believe is appropriate for the applicant. On another note, Diane Ravitch made a good point when she said, “As soon as the scores are tied to firing staff and closing schools, the measures become the goal of education, rather than an indicator… Many districts and states plan to use test scores to evaluate teachers…” (par. 6-7) Some teachers may feel that their job is in danger, and while they might not agree with it, they are forced to teach their students how to test well, or risk getting fired.

Rural schools across the nation have been affected negatively by the restrictions of No Child Left Behind. Let’s say, for example, there was a school that didn’t have very much money to hire top quality teachers. No Child Left Behind would cut the school’s funding for lack of good test scores as a result of teachers being overwhelmed or under qualified. Then this school is forced to redo their education system, and because of their additional lack of funding, they are forced to fire some of their teachers, making other teachers teach more subjects they might not know much about, so they are labeled as under qualified, and the cycle continues, until this school is forced to shut down. One may ask why this student can’t just transfer schools. Some districts aren’t offering parents better school options, or strongly recommending against it using guilt. (Kafer, par. 36) Parents just want what is best for their children, and some schools are making it difficult.

All things considered, test scores did increase, but at what cause? Many people think the goals of No Child Left Behind are unreasonable and unattainable. Subjects other than math and English are suffering dramatically, and students aren’t getting an overall ‘round’ sense of education. While it is not entirely the fault of No Child Left Behind, this education act certainly shares a part of the blame for over testing, under funding, and general dissatisfaction of parents and students with the American education system.