Darius McCoy

Professor McCampbell
English 101
01 November 2015
107/135 Darius an interesting topic with reasonable support. Your use of researched
information needs improvement, however: You should paraphrase longer quotations, introduce
sources so the reader gets an idea of who the source is, and you should introduce or name a
source when you are using a long passage of their information. Your in-text citations often do
not match the work cited list or are not include in the work cited list. Once you get these things
under control, you will do very well with research assignments in all of your courses.

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In this picture, both the teacher and the students dont look fairly amused about taking another
test. Photo courtesy of EDUtainment(Devrick).

In 2001, George W. Bush proposed the No Child Left Behind Act of 2001; an act to close
the achievement gap with accountability, flexibility, and choice. Becoming effective January 8,
2002, the act required states to develop school assessments to receive federal school funding().
Public schools nationwide have implemented multiple standardized testing that students are
required to take each year("The Testing Industry's Big Four). Since its inception, the NCLB(No
Child Left Behind Act) has been proven to be controversial because of its focus on standardized
testing. The NCLB has ruined education by implementing many standardized test; which cripples
both the teachers and students creativity.
In the picture above, the students all seem confused. The teacher seems clueless as well
and doesn't seem to care. Note that the chalkboard reads No Child Left Behind which infers
that the students have taken multiple tests. On top of that, no one really uses chalkboards any
more; the classroom is outdated and it might not be any computers or new textbooks to prepare
the students for the test.
The No Child Left Behind has required a major shift in the ways that teachers,
administrators, and state department of education personnel think about public schooling.
Because of its focus on standardized testing, NCLB has proven to be highly controversial law
that places educators under growing pressure to increase the achievement of all students and to
narrow the test score gap between groups of students (The Controversy: Has NCLB Been
Successful or Has It Failed?). The act requires schools to have students to reach one-hundred

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percent proficiency within twelve years. Also, it requires schools to close academic gaps between
economically advantaged students and students who are from different economic, racial, and
ethnic backgrounds as well as students with disabilities(Yell,180).
Standardized test are assessments in which all the questions and scoring are the same for
all test takers. The NCLB requires schools to annually give test in English and Mathematics
grades 3-8; they are tested at least once in high school(OMalley) States are allowed to develop
the test in any format they such as a paper test or if it's web based;and also the amount of
questions on the test. Some people are for standardized testing and some arent; there are a
number of pros and cons that out way the benefits of standardized testing such as:
Pros:

Standardized testing holds teachers and schools accountable mainly because the scores become public
record; those who dont perform well, can lose their job or even the school could be taken over by the

state(Derrick Meador).
Standardized testing gives the opportunity for students to be compared with other school districts and
states. Before standardized testing there was no efficient way to measure a students progress or even the

schools progress statewide or even nationwide.

Standardized tests provide accurate comparisons between sub-groups allowing schools with data to
develop programs and services directed at improving scores in these sub-groups(Meador).
Cons:

Achievement is measured only by a student's performance on annual multiple-choice reading and math

tests(The Controversy: Has NCLB Been Successful or Has It Failed?).

Critics argue that by teaching to the test contributes to many students to fail to receive a creative,
personally relevant and well-rounded curriculum(The Controversy: Has NCLB Been Successful or Has It
Failed?).

Less time is devoted to subjects like art, physical education, social studies, and science.(Borade)
Nowadays more schools are pushing for STEM (Science, Technology, Engineering and Math)

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programs or STEAM(Science, Technology, Engineering, Art and Math) programs. English and
Math shouldn't be the only subject schools should worry about; they need classes like physical
education and art or a stem class students are becoming more hands and less book-friendly.

The high expectations of the NCLB have forced many principals and teachers to leave the
profession. Despite the high level of overall satisfaction, nearly half (45 percent) of surveyed
member teachers have considered quitting because of standardized testing(Walker). Teachers
have no control on what they teach. Because of standardized test, they had to alter their
curriculum to prepare students for the test. Since the NCLB standardized tests were used to
compare students nationwide and worldwide. The NCLB era marked the unofficial expansion of
standardized testing.
Students are hating school more and more because of the pressure of standardized testing.
Instead of school being a fun environment to learn, it's become less fun and more stressful. This
doesnt mean students are failing the test but, they're struggling as an individual.The NCLB has
been proven to work and some ways but, it's been too strict on public schools that students can't
experience creative teachers. This is on top of using tests to determine if children are ready for
school; track them into instructional levels; diagnose learning disabilities, retardation and other
handicaps; and decide whether to promote, retain in grade, or graduate(How Standardized
Testing Damages Education).Standardized test don't show enough evidence to prove students
are benefiting.
Teachers are limited to what they can teach because of the high-stakes that come with
standardized tests. Teachers administering standardized tests often struggle to teach the required
curriculum in sufficient breadth and depth(Kempf). As kids get older, theyll rely more on

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creative thinking skills but wont be taught whats necessary because of the NCLB-era
requirements. They're handcuffing states who want to design and implement assessments that
promote key skills such as critical thinking, collaboration and creativity(Jehlen). Standardized
test are mainly focused on English and Mathematics; schools focus their curriculum on that so
students would pass the test. Schools make themselves look good to receive federal funding
based on the NCLB requirements.

What could be done?

In 2010, President Obama announced hed look into reauthorizing the NCLB but, it
would be similar to his Race to the Top initiative(RTTT). RTTT pushes states to compete for
education funding rather to automatically receive funding. The NCLB mandates schools to
follow their requirements to receive funding. RTTT offers a new perspective that make schools
work harder to get money.
The RTTT havent been proven to be better; some sources say it has the potential to be as
bad the NCLB. Race to the Top functions similarly to NCLB in that its all about
funding(Warecki). Education isn't a competition and it shouldn't be. One thing that's good about
the RTTT is that it holds teachers accountable. The RTTT aims for more qualified teachers. If
students aren't showing progress, the NCLB would mainly put the blame on schools before the
teachers. The RTTT isnt here to replace the NCLB but, work is being made on a reauthorization.
In a 2012 White House Announcement, Obama made statement; he said that the NCLB,
which is five years overdue for a rewrite, is driving the wrong behaviors, from teaching to the
test to federally determined, one-size-fits-all interventions. The President will call on Congress

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to work across the aisle to fix the law even as his administration offers solutions for states to help
prepare all students for college and career readiness(White House). After waiting far too long
for Congress to reform No Child Left Behind, my Administration is giving states the opportunity
to set higher, more honest standards in exchange for more flexibility...Today, were giving 10
states the green light to continue making reforms that are best for them. Because if were serious
about helping our children reach their potential, the best ideas arent going to come from
Washington alone.Our job is to harness those ideas, and to hold states and schools accountable
for making them work. said President Obama. Since then, thirty-nine states were awarded
flexibility.To get flexibility from NCLB, states must adopt and have a plan to implement college
and career-ready standards.They must also create comprehensive systems of teacher and
principal development, evaluation and support that include factors beyond test scores, such as
principal observation, peer review, student work, or parent and student feedback.States receiving
waivers no longer have to meet 2014 targets set by NCLB but they must set new performance
targets for improving student achievement and closing achievement gaps(White House).

As the struggle continues to change the NCLB, teachers will continue to teach to the test
without creativity. Standardized test isnt the answer; it's a small piece of the picture. Better methods
of evaluating student needs and progress already exist. Careful observation and documentation of
student work and behaviors by trained teachers is more helpful than a one-time test.Tests based on
student performance on real learning tasks is more useful and accurate for measuring and provides more
information for teaching.A process of sampling from classroom-based evidence can provide richer
information, be adequately reliable, and help stop teaching to the test(How

Standardized Testing

Damages Education).

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Works Cited
Borade,Gaynor."Pros and Cons of the No Child Left Behind Act." Buzzle.Web. 3 April 2009. 15
Nov 2015.
Arlo Kempf."Standardized School Tests Stress Students and System." Toronto Star.Toronto Star
Newspapers Ltd, 21 June 2013. Web. 16 Nov. 2015.
Meador,Derrick."Pros and Cons of Standardized Testing." About Education.The About Group.
Web. 13 Nov. 2015.
O'Malley, Kimberly. "Standardized Testing. What Is It and How Does It Work?" Research
Network Pearson, 12 May 2012. Web. 13 Nov. 2015.
"President Obama: Our Children Can't Wait for Congress to Fix No Child Left Behind,
Announces Flexibility in Exchange for Reform for Ten States." The White House. The White
House, 9 Feb. 2012. Web. 18 Nov. 2015.
The Controversy: Has NCLB Been Successful or Has It Failed? Carleton College. Carleton
College.September 04, 2008. Web. November 06, 2015

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"The Testing Industry's Big Four." Maryland Public Television (MPT). Public Broadcasting
Service (PBS). Web. 18 Nov. 2015.
Yell, Mitchell L. The Law and Special Education.Upper Saddle River, N.J.: Merrill. 1998. Print.
November 06, 2015
Walker, Tim. "NEA Survey: Nearly Half Of Teachers Consider Leaving Profession Due to
Standardized Testing - NEA Today." NEA Today. Nation Education Assoication, 2 Nov. 2014.
Web. 18 Nov. 2015.
Warecki, Rachael. "Why Race to the Top Is as Potentially Damaging as No Child Left Behind."
Construction Literary Magazine. Web. 16 Nov. 2015.
General Education Rubric: English 101/102: College Composition I/II
4

General

Related

Exemplary

Accomplished

Developing

Education

Assignment

Exceeds

Meets Expectations

Approaches

Competency

Written and

Requirement
5 points
10 points
Introduction 5

Expectations
5 points
9 - 10
Presents a unified

3 4 points
6 - 8 points
Presents a unified central

Expectations
2 points
3 5 points
Presents a unified central

Do

Oral

points 4

central idea that is

idea that is supported by

idea that is supported by

un

supported by

relevant evidence.

adequate evidence.

do

Communicatio
n 60

Thesis 10

exceptional

ad

points 9

evidence and

Uses a logical order for

Uses a logical order for

Conclusion 5

displays unusual

paragraphs.

paragraphs.

points 4

insight.

Ha

org
Free of errors in

Contains some major

Structure

Uses a logical

usage/mechanics, but for

grammatical or usage

Co

(including TS)

order for

minor errors which do not

errors or many minor

gr

10 points 10

paragraphs and

impede meaning.

errors.

er

presents them in
Coherence 10

an interesting or

er
Style reflects appropriate

Style may include

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points 8 many

original manner.

oversights of

vocabulary and varied

imprecise diction,

St

sentence patterns.

ineffective transitions,

im

agreement

Free of errors in

and unvaried sentence

ine

with subject

usage/mechanics,

patterns.

an

and verb or

but for minor

descriptors

errors which do

and subjects.

not impede

pa

meaning.

Errors 1 point

Style reflects

per error

precise and vivid

-7/3=-4=16

vocabulary and
varied sentence
patterns.

Diction/clarity
Image

10 points 9
10 points

9 10

68

35

Describe

Identifies more

Identifies three features

Identifies one or two

Ge

features of the

than three

of image and describes

features and describes

wh

image and

features of the

them in detail. The

them. There may be

wh

analyze their

image, describes

description leads to

some interpretation

Th

significance to

them in the

interpretation of their

which will lead to

me

the social or

context of the

significance to a broader

identifying a broader

ma

cultural impact

broader

social or cultural issue

social or cultural issue,

lar

which leads to

researched topic

which you will present a

but the connection is not

iss

your research

and shows a

well-developed thesis,

made explicit. There

int

into a broader

thoughtful

supported by expert

may be a general

fea

topic.

connection

evidence and insightful

reference to a thesis

mi

NOTE: this

between the

reasoning.

which will be supported

description
and analysis 8

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description and

images features

with researched

analysis sets the

and how they

evidence.

stage for your

reflect the specific

informed opinion

issues related to

(thesis) which is

your thesis and

supported by

subsequent

thoughtful

research.

research and

Critical

reasoning.
20 points
Argue for your

17 20 points
Ideas are

13 16 points
Ideas are developed and

8 12 points
Ideas are mostly

0
Ide

Analysis and

position by

thoroughly

presented in a logical

developed and presented

an

Reasoning 15

generating

developed and

manner that is easy to

in a mostly logical

ord

reasons and

presented in a

follow with clear

manner that is easy to

fol

providing

logical manner

reasoning.

follow.

evidence for

that is easy to

your views.

follow with clear

Displays moderate depth

Displays an attempt at

Details/RENNS;

reasoning.

in reasoning and thought.

depth in thought.

Di

illo

at least three
are cited

Displays insightful,
in-depth reasoning

20 points

and depth of

Information

5 points
Use a minimum

thought.
5 points
Exceeds the

3 4 points
Incorporates the required

2 points
Incorporates the required

Inc

Literacy 13

of three

number of

number of sources;

number of sources; some

th

academically

required sources;

sources meet minimum

sources do not meet

so

appropriate

sources meet the

standards for credibility

minimum standards for

so

secondary

highest standards

and relevance.

credibility and/or

sta

sources in

for credibility and

relevance.

an

addition to any

relevance.
Source information is

So

assigned

Source information is

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primary

introduced with qualifiers

simply inserted with

sim

source/s. 5

Source information

and sometimes

qualifiers or other

qu

points 3

is introduced with

accompanied by

attempts at source

att

appropriate

comments clarifying its

integration; source

int

qualifiers and

relevance to thesis

relevance to thesis

so

Demonstrate

accompanied by

development.

development is

th

academic

comments

sometimes unclear.

un

integrity through

clarifying its

Source information is

source

relevance to thesis

sometimes paraphrased

Attempts are made, but

So

integration and

support.

or summarized, not

sources are not correctly

un

exclusively quoted.

documented in

pa

parenthetical citation and

Wo

cit

documentation.
5 points5

5 points 3

Source information
is smoothly and

Sources are correctly

on a Works Cited page or

effectively

documented in

Bibliography as

paraphrased,

parenthetical citation and

appropriate to the style

summarized, or

on a Works Cited page or

format in use.

quoted.

Bibliography as
appropriate to the style

Sources are
5 points 2

correctly

Many citations

documented in

in the essay

parenthetical

are not

citation and on a

included in the

Works Cited page

work cited

or Bibliography as

entry. Format

appropriate to the

of some

style format in

sources

use.

format in use.

incomplete.
Technological

The inserted

The inserted

The inserted object

The inserted object has

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Competence

object should be

object is especially

clearly relates to the

marginal connection to

litt

relevant to the

suited/ related to

essay thesis or other

the essay thesis or other

th

content of the

the essay thesis or

content, and the object

content, or the object

co

essay and

other content, and

placement is smoothly

placement lacks smooth

ha

should be placed

the object

integrated without any

integration in the essay.

th

thoughtfully

placement is

visual awkwardness.

within the

smoothly

essay. 5 points

integrated without

any visual

Document format follows

Document format follows

Do

awkwardness.

style guidelines with only

style guidelines with only

sty

one minor alteration.

minor departures.

so

Use appropriate style

format for essay,

Document format

including font and

follows style

margin size, as well

guidelines

as header and page

perfectly.

no

th

number location. 5
points 4 use the
same font
throughout the
Local and

essay.
In analyzing the

Includes

Includes references to

Includes reference(s) to

Inc

Global

issue, consider

thoughtful and

social/historical/political

social/historical/political

so

Diversity 2

the social,

insightful analysis

factors and shows

factors but shows little

fac

historical, and/or

that demonstrates

moderate/acceptable

depth or development in

lac

political factors

an aware-ness of

depth or development in

analyzing those factors.

rel

at play.

social/historical/

analyzing those factors.

5 points

political factors.

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