NCLB and English Language Learners

The Problem With NCLB Act

This essay will analyze the ‘No Child Left Behind Act’ and how it has been instrumental in the overall decline of the United States educational system. NCLB has only managed to allow other nations to outdo us in educating its population in Math, Science, Technology, and overall literacy. The 2000 presidential campaign of George W. Bush made education reform a major plank in his domestic platform, saying that he wanted especially to end the ‘soft bigotry’ of low expectations for minority students. From its inception, the law was unpopular with many teachers' groups, who stated it placed too much emphasis on test preparation which was enacted by the law brought.
According to one study, (U.S. News and World Reports, December, 2008) “the United States has failed to raise student achievement in science over the past decade while Singapore and several other Asian countries continue to score higher in both subjects.” The cry for reform has been echoed by Rep. George Miller, a California Democrat and chairman of the House Education and Labor Committee, who stated that the current economic climate is directly linked to the troubles faced in the U.S. educational system. Policymakers and educators alike drew criticism when the Trends in International Mathematics and Science Study (TIMSS) report were recently released. The TIMSS report indicated that the United States has made improvement, especially at the eighth-grade level. Between 1995 and 2007, the average fourth-grade score jumped 11 points, to 529, while the average eighth-grade score increased 16 points, to 508. But American scores remain well behind those of Asian countries. Taiwan, Korea, Singapore, Hong Kong, and Japan posted eighth-grade math scores ranging from 570 to 598. Hong Kong fourth graders came in first place with an average score of 607. By the 12th grade U.S. scores become even more depressing. These scores are indicative of an educational decline in our nation; moreover, it is a direct result of the No Child Left Behind Act.
Test results of student performance in the upper grades reveal a serious problem within our school systems, which has a negative result on students. We must study the results with a cautious eye and reevaluate US educational policy. According to Mike Petrilli, vice president for national programs at the Thomas B. Fordham Institute in Washington, he states that the focus on math and reading in U.S. classrooms might explain the country's low science scores. "The lesson is that what gets tested gets taught," he says. "Under the No Child Left Behind Act, and state accountability systems before that, elementary schools have been held accountable for boosting performance in math and reading.
Teaching for the test is no way to prepare or inspire future leaders. The role of standardized tests relies on unexamined notions about the goals of assessment. One can agree that educators should be accountable for students’ education; much like civil engineers are accountable for the safety of a public building but it is even less obvious what the nature of that accountability should be.
The idea of assessment should compel learning and lead to critical thinking. One must consider the paradigms that guide the structure of standardized assessments used for the purposes of NCLB. These tests characteristically use a model where the quality of learning is indicated by locating an individual along a single aspect of knowledge. With NCLB, students are taught along a single (rigid) line and when this deviates come test time, it results in lower scores. The problem with this approach is that when material does not fit the model, it is eliminated. One alternative would be to take the needed time and money to build standards that are firmly rooted in learning, so that testing and learning cease being thought of as mutually exclusive.
If the time and effort is not put into building adequate educational bridges then our country’s dropout rates for minorities will continue to rise. Minorities have a greater chance to attend low resourced schools. As a former student of the sink or swim philosophy, I have been fortunate to have been surrounded by warm, patient and gifted teachers/paraprofessionals. My parents did not speak any English and the adjustment was difficult but I worked hard (often alone) and managed to persevere. English limited learners (ELL) must become skilled in English so that they can progress in other aspects of the school curriculum. The fact there is a sever lack of qualified bilingual educators does not help matters when it comes to ELL learners. The requirements set forth by NCLB also make it hard for schools to hire highly qualified teachers. Overall, minority and ELL students are more likely to have fewer opportunities to acquire the content knowledge to ensure academic success. Overcoming the huge hurdle of mastering English while learning required content in other subject areas keeps ELL students’ one step behind their native speakers. Providing equity, extra resources, hiring highly qualified bilingual educators is one step towards a solution.
The need to hire bilingual educators is imperative since the U.S. Census Bureau states that nearly 67 million people of Hispanic origin would be added to the nation’s population between 2000 and 2050. The numbers are projected to grow from 35.6 million to 102.6 million, an increase of 188 percent. Their share of the nation’s population would nearly double from 12.6 to 24.4 percent.
To many minority and ELL students, schools raise challenging issues with regard to culture and the overall relationship to the community. When test scores become the focus instead of creating critical thinkers, the repercussions can be long lasting. Policy makers and schools must support students, be conscious of their community and culture. Hiring teachers and paraprofessionals from within the community would be a good way to improve teaching and learning. The overall intent of NCLB was well meaning but hopefully the Obama administration will consider reworking NCLB and hire qualified teachers and create two-way learning for all parties involved.








REFERENCES:

Abedi, J. 2004. The No Child Left Behind Act and English language learners:
Assessment and accountability issues. Educational Researcher 33(1), 4-14.

Black, P. and William, D. 1998. Inside the black box. Phi Delta Kappan.
October, 136-150.

http://www.usnews.com/blogs/on-education/2008/12/9/study-us-trails-asian-countries-in-math-and-science.html

www.census.gov