This following research will begin with the statement that the development and implementation of No Child Left Behind had to become the turning point in the evolution of education and parental volunteering in the United States of America. …
According to the research findings Wang and Fahey do not propose any particular questions but write that their research project had to examine the “growth patterns of parent volunteerism by national region, metropolitan status, gender, ethnicity, and immigrant status”. Later in their article, Wang and Fahey specify that their main hypothesis is that parents living in regions with strong civic traditions are more likely to volunteer than those living in large metropolitan areas. Wang and Fahey hypothesized that, in metropolitan communities, the lack of the sense of closeness failed to encourage parents to participate in their children’s learning, whereas parents in nonmetropolitan communities would be guided by the sense of cohesion and display stronger intentions to participate. There is no explicit conceptual framework for parental volunteerism and its implications for education. However, Wang and Fahey build on previous studies and use the results of their literature review to create a complex conceptual image of parental volunteerism and the factors affecting it. As such, Wang and Fahey link the concept of parental volunteerism to region and metropolitan status, gender, ethnicity, and immigrant status. Since parental volunteerism is not a theoretical but practical construct, no connections between the authors’ empirical observations and real-world settings have been provided. The analysis of previous findings makes it easier for the reader to develop theoretical-empirical links based on the study results. That Wang and Fahey (2010) provide a detailed discussion of the dependent and independent variables is one of the strongest sides of their research. In this study, the dependent variable was Volunteer, whereas independent variables included the time trend (Year 2002, Year 2004, and Year 2006), the regional status trend, gender, race/ethnicity and citizenship (Wang & Fahey, 2010). The notion of trends is extremely vague, and it is rather difficult for the reader to develop and understand strong connections between the dependent and independent variables. Unfortunately, the researchers do not explain the meaning of these dependent variables, nor do they provide any detailed explanation of the components that make up these trends. Consequentially, tracing the process and progress of the statistical analysis is rather problematic, although the research design and procedure fit in the purpose and conditions of the discussed study. Wang and Fahey (2010) used the benefits of cross-sectional study design and relied on quantitative methods of data analysis. Statistical analyses were performed with the help of SAS 9.2. The benefits of statistical analyses cannot be overstated, as they ensure greater precision and accuracy of study results. The choice of logistic regressions was justified by the need to find and explain correlations among independent and dependent variables. In this sense, the statistical procedure is consistent with the goal and expected outcomes of the discussed research. Nevertheless, the choice of statistical methods raises the question of the applicability and practicality of the study findings and their implications for understanding the major education processes under the influence of NCLB. Wang and Fahey (2010) claim, that they collected their data from the Current ...
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Since its implementation in 2002, the NCLB Act has been frequently criticized by the educationalists considering its negative impacts on the teaching practice and the learning tendency of the children. Owing to the educationalists’ negative perceptions of it, this Act has been interpreted as the “no psychometrician left unemployed” and the “no child left untested” Act at different times (Cochran-Smith 99).
Department of Education, 2005, par. 1). Enacted as a public law on January 8, 2002, the act was clearly described “to close the achievement gap with accountability, flexibility, and choice, so that no child is left behind” (Public Law 107-110-Jan. 8, 2002, 2002, p.
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.
In this regard, this paper will look into some of these underlying essential ideas as brought about by people who are in the position to affect the repealing or embracing of the law. As every good law is removed or retained,
ive of NCLB is to support and formulate the standards of education and enable the children under this scheme to attain their targets through education as well as by means of individual upshots (ESEA).
The objective of the No Child Left Behind Act of 2001 (NCLB) is basically to
ade a No Child Left Behind legislation is because the United States Congress and the United States House of Representatives worried about the rise in student dropouts.
This law has several important features. First of all, until 2006, all children and high school students will
The recent past has seen a good number of schools failing to meet the set out standards. Despite this, it is evident that there is no reliable proof regarding the fact that we have stopped leaving children behind. Key to this
The action has been successful in reducing the gap between the minority and the majority as well as improving the test scores of both the minority and the majority (Tavakolian & Howell, 2012).
The no child left
Through the act, the bridge between the minority and the majority groups has been reduced. The standard test scores have also been greatly enhanced by the action through the accountability initiative program advocated by the act.
The no child left behind act of 2001 has been
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