I plan to investigate the No Child Left Behind Act of 2001 and its effect on the schools of the state of Connecticut. This piece of legislation has had a long and turbulent history from its enactment up to the present date, and it has produced both impressive effects and troubling problems. I hope to gather data in an unbiased manner so as to paint the picture in the most accurate view possible. It helps that I attended a private school far from New England, thus I started out oblivious to the NCLB Act’s repercussions. However, I have observed from some brief research into the subject that there has been a trending towards the stance that the Act accomplished more in the hindering of education than its improvement. This is the point of view around which I will likely wrap my thesis.<\/p>\n
I will address core issues and concepts of the No Child Left Behind Act, including, but not limited to:<\/p>\n
1. A simplified, clear-cut definition of the Act, its goals, and its accomplishments backed by statistical fact. Some of the data I collect will involved the pooled numbers from the entire results of U.S. schools, but I will try to focus on Connecticut.<\/p>\n
2. An investigation of the NCLB Act’s primary elements, including standardization, necessitating the Adequate Yearly Progress (AYP) parameter, and emphasis on a narrow testing curriculum of mathematics, reading, and writing.<\/p>\n
3. The effects of the aforementioned elements, including: increased accountability and responsibility of school staff to meet testing standards as well as the effects of standardization itself, the effects on exceptional students such as the gifted, minorities, and the disabled, and major reform calls to flawed aspects of the law.<\/p>\n
I will be dealing with a statistics involving test scores, minority concentration, and other areas of data unforeseen at this time. These numbers will be organized using Excel and likely use graphs and charts to express these findings in a clear and straightforward manner. I will look for videos or clips of adversaries and advocates (with the advocates probably presented as counter-evidence or paired with a refutal) of the bill. As of now, my primary source of information will be the TOR database with a focus on the Education page, but with possibly with some material from sociology or history. Citation and copyright laws will be appropriately researched.<\/p>\n
Some possible sources:<\/p>\n
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