There Are Pending Changes Being Considered For No Child Left behind: These Changes Could Impact Early Childhood Education Table of Contents Table of Contents 2 Introduction 3 Background 4 No Child Left Behind 5 Issues of Early Childhood Education 5 Issue of Qualified Teacher in Early Childhood Education 6 Effectiveness of Teacher for Early Childhood Education 7 Influence of Quality in Early Childhood Education 8 Changes in ‘No Child Left Behind’ (NCLB) Program 9 Impact of Changes in NCLB Program 9 Conclusion 10 References 11 Introduction Early childhood education is provided to children up to the age of 8 years…
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Improvement of psychological and physical abilities of children can be observed at an amazing rate during this time period. It is considered as the correct time when children principally require high quality personal care and education which is intended to be served through effective ‘Early Childhood Education and Care’ (ECEC) (Expat Web Site Association Jakarta, 2011). Better consideration to (ECEC) is witnessed in every developed country. In the USA, ECEC comprises of a broad variety of half day and full day educational and social program; financed and provided in several methods in both public as well as private segments. ECEC strategies presently contain governmental actions to inspire the demand for childhood education. The government activities consist of direct provision of ECEC facilities, direct and indirect supports to private sources of teaching and children care, along with financial aids to parents to support the educational services (Kamerman & Gatenio-Gabel, 2007). Background Generally, ECEC plans cover the obligatory school age that ranges between five to eight years. Like other developed industrialized nations, ECEC plans in USA have been developed from varied historical streams in relation to child safety, early childhood education facilities, and amenities to assist mothers’ involvement in labor force, and so on. ECEC in USA initiates with two progresses, i.e. ‘Day Nurseries’ which was established in the year 1830 for the education of unfortunate kids of employed mothers and ‘Nursery Schools’ for early childhood education program. Day Nurseries had extended successively in reaction to stresses produced by rapid industrial development and huge migration. It was protective in nature concentrating on basic education and management of children (Kamerman & Gatenio-Gabel, 2007). Several aspects including employment market strategies, social support plans, education programs, child benefit programs, child development studies have impacted on the development of ECEC plans. Among other aspects, the increase in the number of individual household mothers had increased the demand of full day children educational program as they are more likely to be engaged in full-time employment. Increasing attention in primary school education was another aspect for ECEC in current years. ECEC is gradually regarded as a cost-efficient and profitable approach whose benefits are gained throughout the school life of children. Advantages of ECEC can also be identified in terms of upcoming life and future growth of economy (Kamerman & Gatenio-Gabel, 2007). No Child Left Behind In the USA ‘No Child Left Behind’ (NCLB) is one of the most aspiring parts of learning parameter. It is intended to endorse responsibility and raise the effort to address educational biases among the educators. NCLB comprises of substantial requirements about assessment, approvals for low performing institutes and regions, quality of education and criterions for educational study (Hess & Kendrick, 2008). Issues of Early Childhood Education There are several important issues in early childhood education. However, this paper will concentrate on describing the ...
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In order to make their roles effective, it is important for the Act to be effective in terms of assisting in the achievements of students. It is important to understand the underlying implication of exclusion, which is brought about by the programs where ultimately the challenged students need to drop out.
This situation made the No Child Left behind Act a reality. However, since its passage in 2001, it has been debated not only among experts but to its direct precursors as to its effectiveness in solving problems of drop outs among high school students. Teachers raised eyebrows if the Act would really address the problem of the increasing number of students failing to make it to the end of the school year.
However, in realization that the educational standard of the US is struggling to be at par with its international competitors, politicians have held certain assumptions as follows: • Students are unmotivated and need more immediate consequences tied to their learning.
Teachers and school staff have also been affected. This law has changed the previous manner in which money was delegated for educational purposes. Whether or not the impact of this law has been positive or negative is a controversial subject. The law was intended to improve academic performance.
Inclusive education generally includes the educational approach and philosophy which targets at the provision of the all the students with community membership and wider opportunities for the achievement of the academic as well as social up gradation. Inclusion principle generates an environment in which all the students can feel themselves welcome and fulfill their unique needs and styles of learning to be valued as well as judged judiciously (The Promise of Inclusive Education, 2012).
As the report declares the act was a reauthorization of the Elementary and Secondary Education Act that was first legislated in 1965 and then reauthorized in 1994. The state of education has been a matter of grave concern since last several years and the NCLB Act was promulgated to expand the federal role at improving the educational standards.
The program, among other things is aimed at helping disadvantaged students get quality education. The program basically involves government funding of schools in different states as long as they (the states) develop assessments and apply them to all students at specific grade levels.
The new law renovates the federal government's responsibility in public education by requesting America's schools to explain their achievement in terms of the progress of each student. The act encourages four improvement principles. First is to improve responsibility for the outcome of academic tests.
As the NCLB enacts the theories of standards-based education reform which emphasizes the implications of setting high standards and establishing measurable goals, it can bring about fundamental changes in the learning outcomes of the students. According to this act, "states will be required to implement standards-based assessments in reading and mathematics for pupils in each of the grades 3-8" (Olivert, 2007, p 2).