No Child Left Behind Act/Race to the Top
I. Introduction
A. Topic
1) Research question: Has the NCLB of 2001 been the sufficient guide to building a stronger educational value?
2) Working thesis: From state standardized tests and grading adjustments within all the states still have not shown that schools have save time which lead to an increase in core subjects.
3) Angle: Standardized testing hinders the variety of knowledge to be learned by students when the main concern is the test. No Child Left Behind has diminished our teacher’s value in showing their love for their jobs by hindering their creative stance on lessons plans. Are we really racing to the top if our students know that the raced is a fixed outcome of just a basic standard?
B. Context
1) The consistent low budgeting diminishes any and all school supplies and hard structure improvements.
2) As a parent I take pride within my kid’s education and surviving in the real world. The current educational and mentorship has changed drastically, so much that I fear for this generation’s true economic survival.
C. Audience
1) My audience goal will be educational administrators, teachers, parents, or political advisors.
2) My secondary audience is Professor Morris-Jones and fellow DeVry students, or anyone else who have school age children.
3) My audience may not share my full value of evidence but can coincide with some to all of reasonable thoughts.
II. Evidence
A. Research collected so far
I have found recommendation to make tests stronger to ensure top knowledge is being displayed. The law has caused severe breakdown in a lot of administrations leading to increased troubles in schools ranging from grading to legal matters.
B. Research to be collected
I am looking for statistics and counter solutions to show the difference between when the law was first enacted to present. I will continue to voided expert opinion that goes against what the law has produced. Lastly, I will stand on the opposing viewpoint with any others who support alternatives to standardized tests, or even no testing at all.
III. Conclusion
I stand strongly on teachers self-developed final exams accompanied with complete course work averaging be the soul definition for students by the end-of-year. The fact that the rise in fighting, low scores, and complaints has decreased the control of students’ learning and the proof of the laws inefficient value. Within this solution, we bring more value in our educator’s position and the personal involvement that we use to get from our villages of support. The costs of yearly subject tests devalues the time and money in the past, the change will be save overall and bring back the responsibility and active involvement of our parents/guardians. My project will be developed around these thoughts.
IV. References
Inskeep, S. (2010, March 2). Former ‘No Child Left Behind’ Advocate Turns Critic. Retrieved May 10, 2015, from http://www.npr.org/templates/story/story.php?storyId=124209100
