Comp Writing

NCLB: Impairing Out Children and Their Education

Kaplan University

CM 114-02

Devin stared blankly at the clock on the wall, watching the seconds slowly creep pass. Aimlessly and repeatedly, tapping the end of his pencil on the desk; he thought to himself, “Can today’s math lesson get more boring than this? If the class gets any more mundane, I can teach it myself. I think I will just skip this week’s lesson and come back next week. There’s no use in me being here for information that I already know. I’m sure I won’t miss much.” Many students, like Devin, have succumbed to this attitude towards school after the “No Child Left Behind” program went into effect. This policy was put in place to improve the academic achievement of the disadvantaged; to employ qualified, licensed teachers; and to improve each state’s standards. Although the NCLB program was implemented for the good of the children and their education, it has only lessened the quality of education taught; it has increased the overall student drop out rate; and has unfortunately neglected the high-achieving students, like Devin mentioned, disallowing them further academic progress.

The “NCLB” program has lessened the quality of education that our children are receiving in school. The curriculum taught today differs largely from the curriculum taught in the past. The teachers back then taught life lessons. The children had a true understanding of the subjects being taught. The teachers taught and the students actually learned, grasping the significance of the lesson. However, to pass the state standards, teachers are now encouraged to “teach to the test” (Redbook, 2008). There is no longer any room to teach, learn, and understand. There is only room for educators to instruct and pass along just enough information to the students to pass the state tests administered, proving their school high-performing. Also, because they are put under so much pressure to meet a...