Reading Program: No Child Left Behind - Essay Example

We will have an introduction to the study in chapter 1. In this chapter we will discuss why this study was selected, we will have a statement of the problem and propose of the study and then we will have the definitions of the terms used in this case study and the used procedures.

In chapter 2, we will have a review of related literature, this chapter contains a concise presentation of literature and research germane to the problem.

In chapter 3, we will present some data and we will analyze them and in chapter 4, we will talk about findings, conclusions and finally, we will have some recommendations to help improve the current situation in Cumberland county.

1. Introduction to the study
The NCLB subgroups are:
African American
Asian/Pacific Islander
Hispanic
Native American
White
Economically disadvantaged
Students with disabilities
Students with limited English

Labeling schools, not children
Under the NCLB, schools, rather than individual children, are labeled according to their ability to meet the standards. A school or district that fails to meet the NCLB benchmarks for a year is labeled a “target school.” A school or district that fails to show progress in the same category (math, reading/language arts, and attendance or graduation rates) for two consecutive years will be labeled “high priority.” If the school or district so labeled shows progress two years in a row, it will be removed from the high priority list; should it fail to meet federal benchmarks but the number of students whose scores rise is 10% or more, as well as meeting a designated additional indicator, the school will still be considered to have met the NCLB standards under a “safe harbor” provision (Tennessee Department of Education, 2005).

While the federal standards are relatively rigid, there is the opportunity for states to contribute to them. In Tennessee, under NCLB, K-8 schools will be considered to have met federal requirements if all of the subgroups demonstrate:
“• 95% participation rate on all state assessments
“• Required proficiency in math as determined by TCAP achievement tests
“• Required proficiency in reading/language arts as determined by TCAP achievement
tests and writing assessments
“• 93% attendance rate for the school year or improvement from the previous year 9th –12th-grade schools will meet federal benchmarks if they demonstrate in all of the subgroups:
“• 95% participation rate on all state assessments
“• Required proficiency in math Gateway tests
“• Required proficiency in reading/language arts as determined by English Gateway tests and writing assessments
“• 90% graduation rate for the school year or improvement from the previous year” (Tennessee Department of Education, 2005).

Negative assessment of schools and districts is the hallmark of NCLB. If a school or district fails to meet AYP (Average yearly progress) once, it is considered a ‘target’ and the status of that school or district will be reported on the state’s Web site. A school or district can become a ‘high priority school or district if it fails the same cell (math, reading/language arts, and additional indicator) two years in a row.

The rubrics involved in assessing schools under NCLB are confusing at best, demanding, and even appear draconian. For example, according to the Tennessee Department of Education Web site, “Starting with the school year 2005-2006, AYP determinations for elementary and middle schools will be based on the results of the math and reading/language arts assessments for grades 3 through 8. So schools must make that adequate yearly progress. This study will look to see if Cumberland County Schools are making that yearly progress in reading.

1.2 Statement of Problem
No Child Left Behind is placing schools on the watch list because of the lack of yearly progress. By the year 2014, all children must be reading on grade level.