No Child Left Behind Is it Working Essay Example | Topics and Well Written Essays - 2500 words

No Child Left Behind Is it Working - Essay Example Many children in the United States experience reading failure. According to the National Assessment f Educational Progress (NAEP) on reading in 2003, thirty-seven percent f fourth graders are reading below the Basic Proficiency level. This is the same level f failure that was reported in 1992 (Making NCLB work) Under this plan, all public schools students must be proficient in reading and math by the year 2014. Only students in second grade and beyond are required to test. In grades three through eight and once during high school, reading and math development will be calculated yearly. Testing in science will also be conducted by the end f the 2007-2008 school year. By the end f the 2005-2006 school year, teachers will also be required to be "highly qualified" (Wikipedia) According to this program, a highly qualified teacher is defined as an individual who has fulfilled the states' qualifications and licensure requirements. New teachers entering this field are required to acquire at least a bachelor's degree. If they will be teaching at an elementary school, they must pass a test known as the California Subject Examination for Teachers (CSET) and the California Basic Education Skills Test (CBEST). These tests replicate the subject matter understanding required to teach in California and demonstrates proficiency in basic reading and writing, mathematics and English. Teachers that are not new must pass a test in which state they teach in that demonstrates their subject understanding and teaching abilities. Each state has a curriculum structure. Each one summarizes the course f study by local school districts. This is how they develop programs directing state and local textbook adoption processes. Most states' average curriculum consists f English Language Arts, Mathematics, History/Social Science, and Science. Many states have no adopted standards in the remaining vicinities f curriculum such as foreign language, Physical Education and health. Each year schools, school districts, and the state must make adequate yearly progress (AYP). For Unified school districts K-12, 23.0% f their students must score proficient or above in ELA and 23.7% must do so in math. By the 2007-2008 school year, 34.0% must score proficient or above in ELA and 34.6% in math. Scores must improve annually with the same goal f 100% proficient or above by the 2013-2014 school year. States need to develop standards-based tests in science by the 2007-2008 school year (California School Accountability System under the Federal NCLB act). Under the accountability provisions, states must explain how they will close the achievement gap by making certain that all students reach academic proficiency. States must also generate annual state and school district report cards that notify parents and the surrounding communities regarding the state and school progress. Many states are requesting authorization to change the amount f students whose scores do not have to be calculated in required racial categories. Test scores are required to be reported by group such as race, disability, or economic circumstances. By law if one group f students fails to meet the standards, the whole school