Research

4

Journal 6

Latoria Johnson

EDG7692

Professor Iuspa

April 16, 2023

Journal 6

In Chapter 6 of her book "The Death and Life of the Great American Education System," Diane Ravitch lays out the fundamental assumptions that underlie No Child Left Behind (NCLB). According to Ravitch (2011), the underlying assumption of NCLB is that the best way to evaluate student learning and academic achievement in schools is through standardized tests. Annual reading and math tests were given to all pupils in grades 3 through 8, and schools were subject to heavy penalties if they failed to demonstrate "sufficient yearly improvement" in light of those tests. According to Ravitch, NCLB's test-driven approach led to a limited and superficial curriculum that deterred kids from using their critical thinking, creativity, or civic engagement.

The government project known as Race to the Top (RTTT), which was first implemented in 2009, was developed as a direct response to criticisms leveled against NCLB. In a manner similar to that of NCLB, RTTT is founded on the principle that standardized testing is the method that provides the most reliable and precise information on the academic growth and performance of students (Ravitch, 2011). Despite this, RTTT implemented a number of substantial changes. The first item that it wanted states to embrace was something called the Common Core State Standards. These are learning requirements in reading and mathematics that are supposed to be more difficult and are in line with students' preparation for college and the workforce. Second, it used a competitive grant system to provide funds to states that had the most comprehensive plans to revamp their own educational systems. The expansion of the number of charter schools, the establishment of a relationship between student test scores and teacher evaluations, and the use of data to improve educational policy were all aims of the initiative.

Despite the fact that both RTTT and NCLB predominantly depend on standardized exams as the primary means by which to evaluate student learning and hold schools responsible (Ravitch, 2011), the fundamental presumptions of both pieces of legislation are very similar. Because of this, we may anticipate effects that are comparable, such as a curriculum that is limited and shallow, discouraging students from critical and creative thinking, as well as an overemphasis on test preparation at the cost of other significant subjects and activities.

One such thought that may help pupils learn more effectively is the concept that education should be a collaborative effort on the part of students, instructors, parents, and members of the community. According to Ravitch (2011), we should not place an exclusive emphasis on the achievements of individuals but rather work to cultivate a sense of community and social responsibility that places a high value on working together, having empathy for others, and respecting the differences among people. This entails giving the students the opportunity to collaborate on group projects and tasks that require communication, creative problem-solving, and analytical thought. Metacognition was one of the cognitive techniques that I utilized to encourage reflection on the assigned texts. As I read, I gave some thought to how the experiences I've had in my schooling would color my interpretation of the topics that were being discussed. I also made an effort to be mindful of how the experiences I had both as a student and as a teacher in the past could be influencing the viewpoint I have now. My overall understanding of the content increased as a result of my use of metacognitive thinking, which allowed me to read with a more open and critical mentality.

Reference

Ravitch, D. (2011). NCLB: Measure and Punish. In The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education. Revised and Expanded Ed. (pp. 93 - 112). Pennsylvania: Basic Books.