Concept Paper
Abstract
The hostility toward No Child Left Behind (NCLB) has been growing constantly since its passage in 2001. Before revising the No Child Left Behind (NCLB) legislation under the new
administration, policy makers need to be informed as to whether or not the NCLB labeling formula adequately distinguishes good-quality schools from poor-quality schools. This study tests this question, using rich data from school systems in rural, urban, suburban areas. Alternative indicators of school quality, the NCLB subgroup test failure measure and a standardized testing proficiency measure, are used as comparison measures to illustrate
the discrimination embedded in the current formula used by the Department of Education.
Keywords: No Child Left Behind; educational inequality; education reform;
urban education; standardized testing
Purpose
Children Left Behind
Problem Statement
The problem that our school system is faced with is 16 and 17 year old students who are in seventh and eighth grade. These groups of students do not seem to be a priority to the system. If they come to class and don’t make waves or cause problems then they are left alone. If they become a behavior problem they are sent to in school suspension or to the alternative school. If they do not complete seat work or homework there are no consequences for these students. They are given the Criterion Referenced Comprehensive Test (CRCT) just as the other students and when they fail, they are just assigned an improvement plan. They are told to attend tutorial sessions and after school programs to get additional help. However, if they don’t attend there is nothing said or done. These students are entitled to an education just as the other students. No one has tried to find out what the students are interested in or use differentiated instructions to get their attention.
Targeted Population
What provisions are provided for the targeted students in the Georgia Department...