Is The No Child Left Behind Act Is The No Child Left Behind Act Leaving Minorities Behind?Leaving Minorities Behind?

Sections Sections

I: AbstractI: Abstract

II: A closer look at The No Child Left Behind ActII: A closer look at The No Child Left Behind Act

III: Discussion and ConclusionIII: Discussion and Conclusion

Section II: A Closer Look at the Section II: A Closer Look at the NCLBNCLB

IntroductionIntroduction PurposePurpose Adequate Yearly ProgressAdequate Yearly Progress High Stakes TestsHigh Stakes Tests The Achievement GapThe Achievement Gap Funding/Issues in Equity Funding/Issues in Equity

Amongst RacesAmongst Races Negative effects of NCLBNegative effects of NCLB The Effects of Social Networks The Effects of Social Networks

on Studentson Students

How the NCLB Affect Social How the NCLB Affect Social ClassClass

Education PaysEducation Pays Graduation Rates and Effects Graduation Rates and Effects

of Dropping outof Dropping out Minority Drop outsMinority Drop outs ConclusionConclusion SolutionSolution

The Evolution of This PaperThe Evolution of This Paper

Began as a look at why minorities are so far behind Began as a look at why minorities are so far behind educationally and economically. educationally and economically.

Then: About minorities & their Standardized exam Then: About minorities & their Standardized exam performance.performance.

Finally: The No Child Left behind Act.Finally: The No Child Left behind Act.

Title: Title: “Is the No Child Left Behind Act Leaving Minorities “Is the No Child Left Behind Act Leaving Minorities Behind? ”Behind? ”

This paper is:This paper is:

Written from a 3Written from a 3 rdrd year Secondary Mathematics Teacher year Secondary Mathematics Teacher’s ’s point of viewpoint of view

Nationally based but Texas CenteredNationally based but Texas Centered

Written to expose the No Child Left Behind Act Written to expose the No Child Left Behind Act

IntroductionIntroduction

The No Child Left Behind Act of 2001 (NCLB )was created by the The No Child Left Behind Act of 2001 (NCLB )was created by the Bush administration Bush administration

Requires states to: Requires states to:

Develop a set of content standards in Mathematics and Reading Develop a set of content standards in Mathematics and Reading

Create and administer annual assessments in Grades 3-8 and at Create and administer annual assessments in Grades 3-8 and at least once in grades 10-12least once in grades 10-12..

The main components of this act are the AYP, High Stakes The main components of this act are the AYP, High Stakes Tests, and the Consequences associated with it. Tests, and the Consequences associated with it.

Thoughts and Reasoning behind Thoughts and Reasoning behind the creation of the NCLBthe creation of the NCLB

Students are unmotivatedStudents are unmotivated

Teachers are either inadequately skilled or lack the Teachers are either inadequately skilled or lack the motivationmotivation

Local communities, school board members, and Local communities, school board members, and superintendants do not know what their students should be superintendants do not know what their students should be learning or to what degree they should be learning it.learning or to what degree they should be learning it.

Accountability through testing will pressure the system to Accountability through testing will pressure the system to improve. improve.

Purposes of the NCLBPurposes of the NCLB

To reform education and improve student To reform education and improve student achievementachievement

Specific improvements are mandated of low achieving Specific improvements are mandated of low achieving schools, districts, and states. schools, districts, and states.

To transform yearly, standardized testing into high To transform yearly, standardized testing into high stakes consequence based testing for studentsstakes consequence based testing for students

PurposesPurposes

““The stated goal of NCLB is for 100% of students in any The stated goal of NCLB is for 100% of students in any participating state to attain the level of proficiency in both participating state to attain the level of proficiency in both reading and mathematics set forth by that state by the year reading and mathematics set forth by that state by the year 2014.” (Chrisanti Haretos, 31)2014.” (Chrisanti Haretos, 31)

Close the racial/ethnic achievement gap.Close the racial/ethnic achievement gap.

Focus schoolsFocus schools’ attention on raising test scores ’ attention on raising test scores

Mandating better-qualified teacher Mandating better-qualified teacher

Provide educational choice.Provide educational choice.

Bottom line: To assure that something is being taught in schools Bottom line: To assure that something is being taught in schools and to attempt to level the playing field for American studentsand to attempt to level the playing field for American students

Promises of the NCLBPromises of the NCLB

Every child in America would read on grade level and Every child in America would read on grade level and compute high-level Mathematical Problemscompute high-level Mathematical Problems

Provide Provide ‘highly qualified’ teachers to all students‘highly qualified’ teachers to all students

Every school would make adequate yearly progress Every school would make adequate yearly progress (AYP) to prove these outcomes were legitimate. (AYP) to prove these outcomes were legitimate.

The Achievement GapThe Achievement Gap

TodayToday’s studies have shown that minorities score lower ’s studies have shown that minorities score lower than other ethnic groups on standardized tests. than other ethnic groups on standardized tests.

Reasons cited Poverty, Family Dysfunction, Poor Reasons cited Poverty, Family Dysfunction, Poor Parenting Skills, Transiency, substance abuse, and the Parenting Skills, Transiency, substance abuse, and the Devaluing of academic achievement. Devaluing of academic achievement.

Irony – Minorities score lower and it worsens the Irony – Minorities score lower and it worsens the Achievement Gap and more importantly the Social Class of Achievement Gap and more importantly the Social Class of Minorities.Minorities.

It forces minorities to settle for lower paying Jobs or work It forces minorities to settle for lower paying Jobs or work their way up the economic ladder to obtain a quality way their way up the economic ladder to obtain a quality way of life. of life.

It Starts EarlyIt Starts Early

Source: MSP-Management Information System, K-12 District Source: MSP-Management Information System, K-12 District Survey and Partnership Projects Survey. Credit: Zina DeretskySurvey and Partnership Projects Survey. Credit: Zina Deretsky

The Achievement Gap - TexasThe Achievement Gap - TexasFreshmen Year Passing PercentagesFreshmen Year Passing Percentages

The Achievement Gap - TexasThe Achievement Gap - TexasSophomore Year Passing PercentagesSophomore Year Passing Percentages

The Achievement Gap - TexasThe Achievement Gap - TexasExit-Level Passing PercentagesExit-Level Passing Percentages

What are High Stakes Tests (HST)What are High Stakes Tests (HST)

Tests used to evaluate Annual yearly progress of schools in Tests used to evaluate Annual yearly progress of schools in the U.S. the U.S.

Tests whose scores are directly tied to issues of Tests whose scores are directly tied to issues of consequenceconsequence

such as:such as:

Individual promotion Individual promotion

GraduationGraduation

Monetary allotments to schools or School systemsMonetary allotments to schools or School systems

No Child Left Behind Act No Child Left Behind Act AYP (Adequate Yearly Progress) AYP (Adequate Yearly Progress)

Measured with the results of standardized tests in math Measured with the results of standardized tests in math and reading.and reading.

A determinant of Federal Funding for schoolsA determinant of Federal Funding for schools

Results in less funding if AYP is not met. Results in less funding if AYP is not met.

Not reaching the AYP standards could result in state Not reaching the AYP standards could result in state seizure of schools which has shown no immediate impact seizure of schools which has shown no immediate impact in years past. in years past.

Traditionally, schools with 50% minorities or better do not Traditionally, schools with 50% minorities or better do not reach the AYPreach the AYP

How NCLB affects MinoritiesHow NCLB affects Minorities

Negatively!!!!!!!Negatively!!!!!!!

Traditionally minorities are not strong standardized test Traditionally minorities are not strong standardized test takers and NCLB is heavily reliant on these tests. takers and NCLB is heavily reliant on these tests.

Minority populated schools rarely meet the AYP standards Minority populated schools rarely meet the AYP standards therefore rarely get the funds needed by the government therefore rarely get the funds needed by the government to improve schooling conditions.to improve schooling conditions.

This in turn affects the scores because schools canThis in turn affects the scores because schools can’t afford ’t afford to pay for additional and much needed tutoring, to pay for additional and much needed tutoring, technological assistance, and sometimes even books. technological assistance, and sometimes even books.

How NCLB Hurts MinoritiesHow NCLB Hurts Minorities

Recent statistics have shown schools with large numbers of Recent statistics have shown schools with large numbers of special education students will always be penalized in their special education students will always be penalized in their rankings. rankings.

Although accommodations are made, these students are Although accommodations are made, these students are still being left behind.still being left behind.

The studentsThe students’ needs are not met. ’ needs are not met.

This is an example of the NCLB punishing schools and This is an example of the NCLB punishing schools and districts that serve large numbers of low-income students.districts that serve large numbers of low-income students.

No Child Left Behind ActNo Child Left Behind ActEffects on Minorities Effects on Minorities

Causes culturally diverse students to drop out without a Causes culturally diverse students to drop out without a high school diploma. (Camara & Schmidt, 1999; Lee, 2002)high school diploma. (Camara & Schmidt, 1999; Lee, 2002)

Caused High Stakes Testing which affect monetary Caused High Stakes Testing which affect monetary allotment to schools and individual promotion.allotment to schools and individual promotion.

Causes minority groups to have a lower sense of self worth Causes minority groups to have a lower sense of self worth educationally because of the inability to do well on exams. educationally because of the inability to do well on exams.

NCLB and FundingNCLB and Funding

Most countries fund schools centrally and equallyMost countries fund schools centrally and equally

Property taxes predict the federal funding a school receives.Property taxes predict the federal funding a school receives.

predominantly black and/or Hispanic school districts predominantly black and/or Hispanic school districts generally spend less on education than their white generally spend less on education than their white counterpartscounterparts

The wealthiest US public schools spend at least 10 times The wealthiest US public schools spend at least 10 times more than the poorest schools- ranging from over $30,000 more than the poorest schools- ranging from over $30,000 per pupil to only $3000per pupil to only $3000

This disparities contributes to a wider achievement gap This disparities contributes to a wider achievement gap than in virtually any other industrialized countrythan in virtually any other industrialized country

NCLB and FundingNCLB and Funding

With low socioeconomic schools getting less money the With low socioeconomic schools getting less money the schoolschool’s budget is affected which determines the quality of ’s budget is affected which determines the quality of teachers obtainable. teachers obtainable.

Smaller school budgets force schools to overwork teachers Smaller school budgets force schools to overwork teachers which causes the teachers to burn out or perform at lower which causes the teachers to burn out or perform at lower levels than expected or desired. levels than expected or desired.

It forces already struggling parents to find ways to get It forces already struggling parents to find ways to get additional assistance for their educationally needy additional assistance for their educationally needy children.children.

Not a Level Playing FieldNot a Level Playing Field

Approximately 33% of high school mathematics Approximately 33% of high school mathematics students in high minority schools and 30% of high students in high minority schools and 30% of high school mathematics students in high poverty schools school mathematics students in high poverty schools are taught by teachers without a teaching license or a are taught by teachers without a teaching license or a major in mathematicsmajor in mathematics . .

The NCLB requires schools to spend 25% of its budget The NCLB requires schools to spend 25% of its budget on tutoring serviceson tutoring services

Far too little to correct these conditionsFar too little to correct these conditions..

Graduation RequirementsGraduation Requirements

Students must pass all courses required and pass the state Students must pass all courses required and pass the state mandated exit level exams. mandated exit level exams.

Special Education Students must fulfill all requirements of Special Education Students must fulfill all requirements of his/her I.E.P (individualized Educational Program)his/her I.E.P (individualized Educational Program)

Recent Rates (2008): Recent Rates (2008):

National = 70% , this means only 7 out of 10 students graduate.National = 70% , this means only 7 out of 10 students graduate.

Texas = 65% , means only 2 out every 3 students will graduateTexas = 65% , means only 2 out every 3 students will graduate

Minorities = 52%, means only every other minority student Minorities = 52%, means only every other minority student graduatesgraduates

Graduation Rates NationwideGraduation Rates Nationwide

Drop Out Rates Nationally Drop Out Rates Nationally

35% of students drop out, this means about 1 out of every 35% of students drop out, this means about 1 out of every 3 students drop out. 3 students drop out.

48% of minorities drop out, this means about 1 out of 48% of minorities drop out, this means about 1 out of every 2 minority students graduate.every 2 minority students graduate.

Keep in mind that drop outs arenKeep in mind that drop outs aren’t just students that ’t just students that stopped going to school. stopped going to school.

A large amount of these dropouts are caused by the NCLB A large amount of these dropouts are caused by the NCLB and its strict accountability tied to standardized exams. and its strict accountability tied to standardized exams.

Drop out Rates in TexasDrop out Rates in Texas

Drop out rate in Texas is 33% for Texas High SchoolsDrop out rate in Texas is 33% for Texas High Schools

50% in Texas for Hispanics50% in Texas for Hispanics

This is a major deal because as of April 2011, Hispanics are This is a major deal because as of April 2011, Hispanics are now the majority of Texas students. now the majority of Texas students.

Hispanics represent over 50% of the school population in Hispanics represent over 50% of the school population in Texas. Texas.

46% in Texas for African Americans 46% in Texas for African Americans

Effects of Dropping OutEffects of Dropping Out

The unemployment rate in the U.S. is up to 9%The unemployment rate in the U.S. is up to 9%

This could possibly lead to a life of crime because bills This could possibly lead to a life of crime because bills must be paid. must be paid.

Students that drop out are 8 times more likely to go to jail.Students that drop out are 8 times more likely to go to jail.

The average annual earning of a high school drop out is The average annual earning of a high school drop out is $9,000- $18,000 a year. Which translates to about $750-$9,000- $18,000 a year. Which translates to about $750-$1500 a month. $1500 a month.

How NCLB Affects Social Class How NCLB Affects Social Class

The NCLB has a major effect of Social Class in America The NCLB has a major effect of Social Class in America because social positioning depends on the amount of because social positioning depends on the amount of money one earns.money one earns.

The NCLB limits students who do not possess the ability to The NCLB limits students who do not possess the ability to take standardized exams. take standardized exams.

These students are forced to either work their way up These students are forced to either work their way up because of this inability or to settle for professions that do because of this inability or to settle for professions that do not require higher education. not require higher education.

Social Class and IncomeSocial Class and Income

Learning is EarningLearning is Earning

Importance of the Previous ChartsImportance of the Previous Charts

We must at least help our kids graduate high schoolWe must at least help our kids graduate high school

There are no jobs out there for non high school graduatesThere are no jobs out there for non high school graduates

There are hardly any for bachelorThere are hardly any for bachelor’s degree holders. ’s degree holders.

If this global economy and workforce continues to If this global economy and workforce continues to blossom then a Masterblossom then a Master’s degree will likely be the standard ’s degree will likely be the standard for actually obtaining a career. for actually obtaining a career.

What Can We do to Avoid the What Can We do to Avoid the Pitfalls of NCLBPitfalls of NCLB

Recognize the challenge and rise above it, as we always do. Recognize the challenge and rise above it, as we always do.

America is the land of opportunity however if we canAmerica is the land of opportunity however if we can’t get our ’t get our kids out of highschool they will never partake in these kids out of highschool they will never partake in these opportunities. opportunities.

Create stronger social networks geared toward academic Create stronger social networks geared toward academic successsuccess

Create a positive work environment for our students while they Create a positive work environment for our students while they are away from school.are away from school.

Take a more active approach to our kids educationTake a more active approach to our kids education

The Effects of Social Networks on The Effects of Social Networks on Minority StudentsMinority Students

The Effects of Social Networks on The Effects of Social Networks on Minority StudentsMinority Students

Students only spend 8 hours a day at school. ThatStudents only spend 8 hours a day at school. That’s about a ’s about a third of the day with teachers and administrators who will third of the day with teachers and administrators who will encourage education and its importance.encourage education and its importance.

Students spend the other 16 hours at home or around the Students spend the other 16 hours at home or around the people who are in their social networks.people who are in their social networks.

Since the time spent is greater with members of the social Since the time spent is greater with members of the social networks, students are more influenced by the beliefs and networks, students are more influenced by the beliefs and actions of this group as opposed to the teachers and actions of this group as opposed to the teachers and administrators at school.administrators at school.

Therefore social networks play a major part in the success or Therefore social networks play a major part in the success or failure of students. failure of students.

Proposed SolutionsProposed Solutions

The Solution is as simple as The Solution is as simple as ABCDEABCDE

Appropriating Government funds evenlyAppropriating Government funds evenly

Better parentingBetter parenting

Changing our system of accountabilityChanging our system of accountability

Evenly appropriately our government funds Evenly appropriately our government funds

Differentiating our instructionDifferentiating our instruction

Proposed SolutionsProposed SolutionsGrowth Based System of AccountabilityGrowth Based System of Accountability

A growth based system of Accountability would measure a A growth based system of Accountability would measure a studentstudent’s progress from year to year. ’s progress from year to year.

This gives even those students who may have started a grade This gives even those students who may have started a grade level already behind an opportunity to continue on without level already behind an opportunity to continue on without repeating grade levels. repeating grade levels.

This eliminates the hole created by studentThis eliminates the hole created by student’s inability to take ’s inability to take standardized exams. standardized exams.

As long as a student shows an adequate level of improvement, As long as a student shows an adequate level of improvement, he/she should be able to progress educationally. he/she should be able to progress educationally.

Proposed SolutionsProposed SolutionsEvenly Appropriated Funds and OpportunitiesEvenly Appropriated Funds and Opportunities

Students deserve the opportunity to play on a level field when Students deserve the opportunity to play on a level field when everyone is being measured on the same scale, otherwise they everyone is being measured on the same scale, otherwise they are set up for failure. are set up for failure.

If the funds are evenly distributed amongst schools all students If the funds are evenly distributed amongst schools all students have the same learning opportunitieshave the same learning opportunities

Money affects everything in this world, If you want to be Money affects everything in this world, If you want to be successful you must invest. successful you must invest.

All students are in need for tutoring and technological All students are in need for tutoring and technological assistance in learning, but minority students are in even more assistance in learning, but minority students are in even more desperate need, because a great deal enter grade levels already desperate need, because a great deal enter grade levels already behind educationally. behind educationally.

Proposed SolutionsProposed SolutionsDifferentiating InstructionDifferentiating Instruction

Studies have shown that Minority students achieve more Studies have shown that Minority students achieve more in smaller educational environments.in smaller educational environments.

Along with this change, we should strongly suggest the Along with this change, we should strongly suggest the use of manipulatives or possibly make it mandatory. use of manipulatives or possibly make it mandatory.

The reasoning for manipulatives The reasoning for manipulatives

Kinesthetic Learners Kinesthetic Learners

More testosteroneMore testosterone

ConclusionConclusion

The No Child Left Behind Act is flawed and it has a major The No Child Left Behind Act is flawed and it has a major negative effect on the progression of minorities. negative effect on the progression of minorities.

Although unintentional, The NCLB is keeping a great deal Although unintentional, The NCLB is keeping a great deal of minorities from achieving the American Dream. of minorities from achieving the American Dream.

Questions / CommentsQuestions / Comments