Essay about The No Child Left Behind Act of 2001 - 3306 Words

On January 8, 2002, President George Bush signed into law The No Child Left Behind Act of 2001, which was a reauthorization of Elementary and Secondary Education Act, which was designed to help disadvantaged students achieve success in school (Editorial Projects in Education Research Center, 2011) The components of The No Child Left Behind included annual testing, academic progress, report cards, teacher qualifications, and funding changes. These measures were â€Å"designed to drive broad gains in student achievement and to hold states and schools more accountable for student progress† (Editorial Projects in Education Research Center, 2011, para. 3). NCLB also promised to close the achievement gap and increase student learning (Hursh 2007).†¦show more content†¦The emphasis on high-stakes testing as a result of NCLB has led to a widening of the achievement gap, as African-American males are compared to other demographics. NCLB prompted schools to focus more on remedi al instruction and test-taking strategies. Consequently, educators had to â€Å"shift resources away from important but non-tested subjects†, such as art, physical education, and music, and â€Å"to focus instruction in math and reading on the relatively narrow topics that are most heavily represented on high-stakes tests† (Dee and Jacob, 2011, p. 418). Furthermore, instructional effort was reallocated away from the high-performing and low- performing standards, which lead to more instructional emphasis on students who were more likely to achieve proficiency on benchmarks and state assessments (Dee and Jacob, 2011). The effect of NCLB was very deleterious to African-American males. Because of the narrowing of the curriculum and the teaching to the test, African-American males were unable to garner as much academic progress as they should have. The tremendous pressure on schools to raise test scores resulted in some school districts manipulating test scores in order to depict gains across the demographics and subgroups (Hursh 2007).Show MoreRelatedThe No Child Left Behind Act Of 20011403 Words   |  6 Pagesnumber of interesting topics in this Political Science 2 class session of the Fall 2016 semester. A few that stood out to me, personally, were the topics of laissez-faire economics, separate-but-equal issues, and the viewpoints of the No Child Left Behind Act of 2001. From the tenth edition of the course book We the People, Texas Ed. by Benjamin Ginsberg and Unit 2 of the lecture; a policy developed by the efforts of the late philosopher and economist, Adam Smith, laissez-faire economics essentiallyRead MoreNo Child Left Behind Act Of 20011019 Words   |  5 PagesNo Child Left Behind- Is It Working Veolia White English 1302 Professor: Sandy Jordan February 27, 2015 The No Child Left Behind Act of 2001, signed into law by President Bush on Jan 8, 2002, was a reauthorization of the Elementary and Secondary Education act, which included Title 1, the government’s flagship aid program for disadvantage students. Many educators were excited about NCLB when it was first signed into law. Test scores were improving. The test scores of minority students have improvedRead MoreThe No Child Left Behind Act of 2001617 Words   |  3 PagesThe No Child Left Behind Act of 2001 was drafted and passed to inject a rigid standard-based education system in the United States. It was signed into law by President Bush, and represents a gross, unwarranted, and unsubstantiated encroachment of the federal government into education. According to the State of New Jersey Department of Education (2010), the No Child Left Behind Act contains the most sweeping changes to the Elementary and Secondary Education Act (ESEA) since it was enacted in 1965Read MoreThe No Child Left Behind Act 2001880 Words   |  4 PagesThe Intent of the No Child Left Behind Act 2001 The No Child Left Behind (NCLB) Act aim was to ensure all children receive fair and equal access to a high-quality education. It aims was to establish common standards that bridge the achievement gaps between students with disabilities, disadvantaged — high-and-low performing students and ethnic minority, and more advantaged students— non-minority students in reading, math, and science by the year 2014 (Angervil, 2015). It had a strong emphasis on statesRead MoreThe No Child Left Behind Act Of 20011452 Words   |  6 Pages I. Introduction As stated by the U.S Department of Education the No Child Left Behind Act of 2001 (NCLB) is the most recent iteration of the Elementary and Secondary Education Act of 1965 (ESEA), the major federal law authorizing federal spending on programs to support K-12 schooling. The act requires states to implement statewide accountability systems covering all public schools and students (Clarke 2003). These systems must be based on challenging state A former teacher, PresidentRead MoreThe No Child Left Behind Act Of 20012046 Words   |  9 PagesThe no Child left behind act of 2001 has had a major impact on students, teachers, and our culture as a whole. When the NCLB act was passed in Congress and signed into law by President Bush, it was so that we would have increased accountability for schools and teachers, improving test scores, and help schools get the support and backing of the federal government so that no more children would slip through the cracks of the educational system. The quality of education was a major issue in 2001 whichRead MoreThe No Child Left Behind Act Of 2001893 Words   |  4 PagesAssessment has drawn much attention, especially since the implementation of the No Child Left Behind Act of 2001 (NCLB) reauthorization of the Elementary and Secondary Education Act of 1965 (ESES). It is not that assessment is new to education but that the stakes of assessment has risen to a new level. It is apparent that testing is now viewed in a much different way by the public, schools and all stakeholders of schools than in the past. Over time, testing has developed roles of providing a gradeRead 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 in tent 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 MoreThe No Child Left Behind Act Of 2001 ( Nclb )1007 Words   |  5 Pagesmost controversial law enacted by President George W. Bush is the No Child Left behind Act of 2001 (NCLB). This is a landmark educational reform designed to improve student achievement and drastically change the culture of American’s schools. In fact, President Bush describes the law as the â€Å"cornerstone of his administration.† Because children are our future, President Bush wanted to ensure our neediest children were not left behind. This paper will discuss pros, cons, and impact on students, teachersRead MoreNo Child Left Behind Act Of 2001 ( Esea )1101 Words   |  5 PagesEducation Act of 1965 (ESEA) as an extension of his â€Å"War on Poverty† plan. ESEA fu nded primary and secondary education, encouraged equal access to schooling, established lofty standards and accountability - all done with the intention of closing the achievement gap between students, especially the gap between those from impoverished backgrounds and those from the middle-class. Authorized again under President George W. Bush, the ESEA was given a new title, the â€Å"No Child Left Behind Act of 2001 (NCLB)

Post Traumatic Stress Disorder Exposed in the Novel 1984,...

Post Traumatic Stress Disorder is a mental condition that ails soldiers and civilians alike who have been unfortunate enough to endure terrifying life harrowing experiences. Those who experience this disorder are prone to pejorative flashbacks to the time of the incident that triggered the neurological disorder. Most soldiers are capable of withstanding the withering physiological strain of combat, however a growing portion of people exposed to the graphic belligerence of war are prone to PTSD. In the novel 1984, George Orwell writes on multiple occasions of graphic war depictions and human pain. Having served in the Spanish Civil War, Orwell was exposed to violent reactions long before PTSD was officially diagnosed or†¦show more content†¦The symptom that most acutely describes the mental condition is recurring flashbacks of the event that triggered the PTSD originally. In 1984, George Orwell depicts a totalitarianism society where violence is common place. Early in the boo k Orwell renders a depiction of graphic film, wherein â€Å"a ship full of refugees [is] being bombed,† as well as the crowds of the theater roaring with laughter at the sight of a lifeboat full of children being annihilated (Orwell 11). This graphic description can be traced to Orwell’s own history in the Spanish Civil war, where he saw combat and fought against Franco’s party. Those who suffer from PTSD are forced to search for means of releasing the stress of their memories and consistent flashbacks. Modern patients, who are able to take advantage of advanced medicine, still find it essential to leading a normal human life to discover medians of release. Orwell found his in 1984. On May twentieth, 1937, George Orwell was shot in the neck by a sniper while serving on the front lines of duty. He described it directly as being â€Å"a tremendous shock†¦ a violent shock† (Orwell). Despite accurately depicting the event in Shot by a Fascist Sniper, It is evident in 1984 that the shooting was the origin of his PTSD. Winston, the protagonist of 1984, can be quoted saying â€Å"they’ll shoot me†¦ they’ll shoot me in the back of the neck,† referring to the absolute government under whose rule he was subject (Orwell 20). This is simple testimony to the face

Organizational Citizenship Behaviors System - MyAssignmenthelp.com

Question: Discuss about the Organizational Citizenship Behaviors System. Answer: Introduction: Established in 1997, DSS has been providing consultation services to small school districts. In 1990s, the company saw a good growth and to manage the work the company divided its work into four major departments that was Procurement and Systems, Information Technology, Contract Negotiation, and Facilities Planning handled by department heads. In 2005, the leadership of the company fell into new hands as founders were losing their involvement in the company. Also, with the changing work demands new and expanded work areas was in demand and this led to change in the strategy of DSS. Meg Cooke become the CEO of the company and she decided to increase the companys work are to the larger district. The case presented here resolves the issue between Ms. Chris Peterson and Ms. Meg Crook. A project on which Chris and her team have worked very hard is asked to be discontinued by the CEO of the company Meg Crook (Ancona, Caldwell, 2010). Chris has been given a choice of leading the group in new directions or select the role of the functional specialist in IT. As an employee and as a leader it is crucial to understand various attributes of the organization and skills of Chris in relation with the organizational behavior and human resource development. It is on Chris to select the position she wants to be with DSS and what option would suit her best (Andrews, 2015). Point of Views As the CEO of the company Meg Crook has to integrate the new marketing strategies with the services provided by the consulting firm (Bambacas, 2010). Meg Crook took the decision to discontinue the project on which Chris Peterson was working and offered her other two options to select. If one is in place of Chris Peterson, one should analyze the situation and the factors which resulted in such decision that Meg Crook took about Chriss project. To analyze the factors, a SWOT Analysis will be we very beneficial (Erkutlu, 2011). If I have been in place of the CEO Meg Crook then, I would have at least given a chance to Chris Peterson and her team to once again go through the project and try to solve whatever minor faults it has. As a CEO wherever possible I should have given my output and then taken a decision about continuing or discontinuing the project. SWOT Analysis Chris Petersons leadership skills are quite extraordinary which is reflected in the way she selected the team. She does not lose her control even in the hard situation like in the situation of growing misunderstanding between the team members she took them out and gave them time to de-stress and then think for the solution of the problem. Her leadership quality is acknowledged by Meg Crook the CEO of the company also, therefore, she was given many perks (Harrison, 2017). If referred to weaknesses, then the lack of enthusiasm of the team was the main weakness or drawback in the project. Chris negligence on the happenings of the market and updating on the strategies required for the companys growth affected the development of the project. There was a lack of communication between the Meg and Chris otherwise Meg would have given some guidance for a better strategized project (McClendon, 2013). Chris had so many perks which she should have used to develop a large scale project that would have been in favor of the growth of the company. With her leadership skills, she has a chance to enhance the morale of her team and decide to move in a different direction and develop projects that match the new business strategies of the company. With better communication skills Chris can use the support of other members of the consultation firms and produce a better plan (Robinson-Walker, 2015). The team will get demotivated from the discontinuation of the project as the team has put a lot of efforts on the project development. The team members may lose their confidence on Chris as a leader who will affect her decision that she will take of either of the options she was given. During the project development the team of the firm members of Chris has not kept any communication with other members of the firm and their negligence was reflected in the lack of support, this may continue further as people may become reluctant towards the team members (Sandoff, Nilsson, 2016). After analyzing the factors associated with the organization and leadership process of Chris Peterson, it is clear that the situation is not very favorable for her and her team, but with her leadership skills and the way she handles the situations, there will no problem for her to handle this situation also. Analysis and Action Plan Chris Peterson has been provided with two options, and according to Meg Crook, both options are good for her to opt. It is important to analyze both the options and then decide which option suits Chris Peterson better. The first option is to lead the group to a new direction, that means the same team but a new theme, a new project, and new strategies (Schwarz, 2013). This option is better for Chris as she will pursue her position as the leader of the team which she has gathered will lot of thinking process. Though this team may get demotivated as their team efforts were not acknowledged, under the guidance of Chris they can develop better projects for the consultation firm. The negatives of choosing this option for Chris will be the requirement of success that will have to achieve to prove her skills. She has to start a fresh and totally new project that means starting from the scratch. The team may not be ready to become her teams part (Young, 2016). Another option given to Chris was to change her field of work and become function specialist in IT. The positives of this option are that Chris can explore a new field of work that will enhance her knowledge. She will be able to forget the loss of efforts she faced in the current project. With new people and new field, she may generate better projects for the company (Andrews, 2015). Though it is a good option for Chris to select, there are reasons that may not go well for her. This option means to learn everything from starting, so she will lose her leadership position and become a subordinate. This is not the field she excels in, therefore; the result can be a total wrong position for her to accept. After analyzing both options pros and cons, it is analyzed that the first option of taking a new direction of work for the team is better suited Chris Peterson, and as well as to the company as she is an asset for the company (Bambacas, 2010). Conclusion Meg Crook as a CEO of DSS has the responsibility to retain good employs in the company and select projects that help in the growth of the company. She gave two options to Chris Peterson after she discontinued the project that Chris Peterson was working on so that a hard working employee and her team remain in the firm and they are made aware of the expectation company have from them. Chris, on the other hand, has to prove her skills and talent as a leader to maintain her leadership in the organization. Chris had two options and after analyzing all the factors and pros and cons of the options given to her it is concluded that she should select the option of continuing her leadership and take a new direction for her and her team members. Recommendation She could take a new direction with her team She can use her project experience for better prospects in future Chris should work on her communication skill She could take this as an opportunity to prove her caliber Chris can learn about a new field that will add to her career prospective Company is expanding its working area to larger districts which can give bright future to Chris Chris has some great leadership skills which she can utilize in exploring a better team References Ancona, D., Caldwell, D. (2010). Chris Peterson at DSS Consulating, 1-8. Andrews, C. (2015). Embedded Librarianship. The International Journal Of Educational Organization And Leadership, 22(2), 1-14. Bambacas, M. (2010). Organizational handling of careers influences managers' organizational commitment. Journal Of Management Development, 29(9), 807-827. Erkutlu, H. (2011). The moderating role of organizational culture in the relationship between organizational justice and organizational citizenship behaviors. Leadership Organization Development Journal, 32(6), 532-554. Harrison, R. (2017). Leadership, leadership development and all that jazz. Leadership, 13(1), 81-99. McClendon, L. (2013). The Synergist: How to Lead Your Team to Predictable Successby Les McKeown. Organization Management Journal, 10(3), 209-210. Robinson-Walker, C. (2015). Whos Working Harder?.Nurse Leader, 13(2), 12-20. Sandoff, M., Nilsson, K. (2016). How staff experience teamwork challenges in a new organizational structure. Team Performance Management: An International Journal, 22(7/8), 415-427. Schwarz, R. (2013). How Well Does Your Leadership Team Really Work?.Leader To Leader, 2014(71), 54-59. Young, M. (2016). Managing employees. BDJ Team, 3(4), 16066. https://dx.doi.org/10.1038/bdjteam.2016.66