Still Feeling Left Behind: By Jessica
Still Feeling Left Behind
Several South San Jose school teachers have succeeded in their efforts to bring their students up to par in the federally mandated program No Child Left Behind. Teachers all across the country, particularly in California, have had to face many challenges including larger class sizes and languages barriers.
NCLB, was signed into law in 2002, requiring all schools to test every student on reading and math. Schools that are unable to meet the federal requirements are subject to sanctions that can include a suspension of federal funding, and can allow students to transfer to higher scoring schools. While the proponents of the NCLB policy firmly believe the U.S. is taking appropriate actions to ensure better education for our children, I can’t help but feel unconvinced and discouraged.
As a result of NCLB schools have fostered a type of hyper-testing culture that leaves many teachers and students stressed out at best. According to Alexandra Robbins, author of “The Overachievers, Secret Lives of Driven Kids” 70% of teachers report feeling stressed in their efforts to prep their students for standardized test. Robins also claims that certain elementary schools will only allow their teachers to teach certain subjects after they have allocated the proper amount of time for test preparation. Subsequently, due to time and budget constraints, many programs including art, music, gym, foreign language and sometimes even social studies have been thrown to the waste side. There is little room for teacher innovation. Class instructors feel they are unable to teach their students how to think creatively and independently. Nevertheless, teachers must conform to a narrow lesson plan if they intend on achieving acceptable marks on the test.
Amongst many issues presented by NCLB policy, none is as great as its claim to help close the gap between white and minority students. Statistics have shown the contrary, giving way to the idea that the gap is in fact widening. Many of the schools in the urban sector have shown no signs of improvement. As a result these particular schools have either been put on probation or penalized with sanctions, there in by creating an obvious paradox. Those that have less are in fact only receiving less.
In a few areas where test scores have been improving teachers contribute their success to their focus on reading skills. Many children, particularly in the Bay Area, speak languages other than English, and have had difficulties meeting test standards. Despite this obvious hurdle, teachers have started to create more one-on-one time, and have structured their lesson plans on an individual basis. This method helps ensure that most students will have the necessary tools to tackle the exams. While the results have been favorable for some, the frustration felt by teachers still lingers.
As children move up from one education level to another many teachers are fearful that they are not equipped with enough critical analytical skills required to be a successful student. Although learning how to take a test is important, it by no means should be the focal point of curriculum, furthermore by not giving enough importance to improving students knowledge we create a system that ultimately sacrifices the best interest of the child.
Several South San Jose school teachers have succeeded in their efforts to bring their students up to par in the federally mandated program No Child Left Behind. Teachers all across the country, particularly in California, have had to face many challenges including larger class sizes and languages barriers.
NCLB, was signed into law in 2002, requiring all schools to test every student on reading and math. Schools that are unable to meet the federal requirements are subject to sanctions that can include a suspension of federal funding, and can allow students to transfer to higher scoring schools. While the proponents of the NCLB policy firmly believe the U.S. is taking appropriate actions to ensure better education for our children, I can’t help but feel unconvinced and discouraged.
As a result of NCLB schools have fostered a type of hyper-testing culture that leaves many teachers and students stressed out at best. According to Alexandra Robbins, author of “The Overachievers, Secret Lives of Driven Kids” 70% of teachers report feeling stressed in their efforts to prep their students for standardized test. Robins also claims that certain elementary schools will only allow their teachers to teach certain subjects after they have allocated the proper amount of time for test preparation. Subsequently, due to time and budget constraints, many programs including art, music, gym, foreign language and sometimes even social studies have been thrown to the waste side. There is little room for teacher innovation. Class instructors feel they are unable to teach their students how to think creatively and independently. Nevertheless, teachers must conform to a narrow lesson plan if they intend on achieving acceptable marks on the test.
Amongst many issues presented by NCLB policy, none is as great as its claim to help close the gap between white and minority students. Statistics have shown the contrary, giving way to the idea that the gap is in fact widening. Many of the schools in the urban sector have shown no signs of improvement. As a result these particular schools have either been put on probation or penalized with sanctions, there in by creating an obvious paradox. Those that have less are in fact only receiving less.
In a few areas where test scores have been improving teachers contribute their success to their focus on reading skills. Many children, particularly in the Bay Area, speak languages other than English, and have had difficulties meeting test standards. Despite this obvious hurdle, teachers have started to create more one-on-one time, and have structured their lesson plans on an individual basis. This method helps ensure that most students will have the necessary tools to tackle the exams. While the results have been favorable for some, the frustration felt by teachers still lingers.
As children move up from one education level to another many teachers are fearful that they are not equipped with enough critical analytical skills required to be a successful student. Although learning how to take a test is important, it by no means should be the focal point of curriculum, furthermore by not giving enough importance to improving students knowledge we create a system that ultimately sacrifices the best interest of the child.

