普林斯顿代写Assignment:布什总统的管理

2017-05-04 02:37

2001，布什总统的管理下，对教育的一种新的方法称为“不让一个孩子落后法案提出使用年度，全国性的，标准化的测试来判断学校的成功和失败，营造教师发展计划（规则1）。Act”关注“失败”的学校，寻求[的]淘汰教师不提高学生的成绩和奖励那些谁做”（clemmitt，163）。《不让一个孩子掉队法》要求每个公立学校每年从三年级到八年级对每个学生进行阅读和数学测试。结果显示，成就差距大，白人学生得分高于少数民族“（西蒙）。然而，这些高风险的测试，决定教师和学校是否做“好”的工作，被认为是创造教师专注于“测试，而不是学生的学习”（韦恩斯坦，2）。这并不能促进教师在指导学生的内容上具有创造性，而且常常使他们忽视不同儿童的个别学习技巧（举）。德克萨斯学区管理员John Kuhn说：“标准化测试用来理解和解决学生的需要。现在，它已经成为一种快速的方式来判断孩子，教师和整个地区“（西蒙）美国的标准化测试导致学校之间的极端竞争，谁都希望获得资源和国家的承认。学校可以使用良好的标志“市场自己”到不同层次的政府更多的资金（UVA）。分数膨胀现象，在给学生高分人数上升，导致更高的GPA（钓鱼和Meng，362），发生在许多学校，从小学到大学，从一个渴望得到更多的资金（引用）。学校或教师逃避等级膨胀的惩罚并不困难，因为大多数人不会反对一个对他们有利的问题。此外，尽管制定标准化考试的组织声称他们的考试是公平和可靠的，各州可以根据自己的喜好设定他们所在地区的标准。在佛罗里达州[…]愤怒爆发时，只有百分之27的第四年级学生通过一个新的，更严格的写作测试。教育及时，国家局和追溯，降低需通过测试的分数，在一瞬间，合格率跃升至百分之81”（西蒙）。
普林斯顿代写Assignment:布什总统的管理
In 2001, under the administration of President Bush, a new approach to education called the No Child Left Behind Act proposed to use yearly, nation-wide, standardized tests to determine which schools were succeeding and which were failing and to create programs for teacher development (House Rules 1).  The Act "focuses attention on 'failing' schools, seek[s] to weed out teachers who don't raise students' achievement scores and reward those who do" (Clemmitt, 163).  The No Child Left Behind Act required "every public school to test every student in reading and math every year from grades three through eight. The results revealed large achievement gaps, Caucasian students scoring higher than minorities"(Simon).  However, these high-stakes tests, which determine whether teachers and schools are doing a "good" job, are argued to create teachers focused on "testing, rather than student learning" (Weinstein, 2).  This does not promote teachers to be creative with the content they are instructing their students on, and often causes them to disregard the individual learning techniques of different children (cite).  John Kuhn, the school district administrator in Texas, stated, "standardized testing used to be about understanding and addressing students' needs. Now it's become a quick way to judge kids, teachers and entire districts" (Simon).The standardized tests of the United States cause an extreme amount of competition between schools, who are all hoping to obtain resources and acknowledgement from the state. Schools can use good marks to "market themselves" to different levels of government for more funding (Uva). The phenomenon of grade inflation, a rise in the number of higher grades given to students and leads to higher GPAs (Anglin and Meng, 362), occurs in many educational institutes, from elementary school to universities, out of a desire to get more funding (cite). It is not difficult for a school or teacher to escape punishment for grade inflation, as the majority of people won't protest an issue that benefits them.  Furthermore, despite the fact that the organizations who develop standardized tests claim that their exams are fair and dependable, states can set the standards for their region to their liking. "In Florida [...] a furor erupted when only 27 percent of fourth-graders passed a new, tougher writing test. The state Board of Education promptly, and retroactively, lowered the score required to pass the test - and in a flash, the pass rate jumped to 81 percent" (Simon).

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