EDUC 643 Policy vs. Worldview ESSAY 2021.pdf

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Policy vs. Worldview

Policy vs. Worldview

Brandon Rozzell

MED: Higher Education Leadership, Liberty University

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Policy vs. Worldview

the country's 90,000 state funded schools (Dee & Jacob, 2009). The trademark provisions of this

enactment constrained states to direct yearly student appraisals connected to state guidelines to

distinguish schools neglecting to make "sufficient yearly advancement" (AYP) close to the

expressed objective of having all students accomplish capability in reading and math. Also, the

act had the idea to reward certain schools who achieve successful AYP results (Dee & Jacob,

2009). This act ultimately led to school districts (and specific schools), and educators being

judged by how good students did on standardized issued tests. Schools who yield below standard

test results are often criticized, labeled, and in the worst-case scenario the state takes over and

there is a closure of the school. The No Child Left Behind Act forces sanctions on schools if the

negligible part of any of five racial groups of students showing capability on standardized test

In the education "world" or "community" instructive change implies making changes to

the framework to guarantee students from all over the nation can measure up to the same

educational requirements. The hypothesis behind standardized testing is that they give true

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Policy vs. Worldview

the given course material. Government (standardized testing) sanctioned testing was intended to

they do not receive similar quality instruction as their more well-off white partners. Results

presented from the NAEP (National Assessment of Educational Progress) shows major gaps

between test results between African-Americans and White American students (Anderson, 2018).

While monetary issues for certain school districts is known, less awareness has been paid to low-

income African American youth's impressions of their academic performances. Low-income

youth clarified in a local survey that scholastic factors create fear, and uncertainty about state

administered test (Anderson, 2018). Given the significance of standardized tests students

encounter huge pressures, which impacts goals for academic success. This generates a negative

stigmatism around adverse testing performance in the African-American educational community.

Today, there is a debate and disagreements amongst policymakers, educators, parents, and

administrations about how important standardized testing is for students, and also how the test

results influence educators to adjust their teaching methods in a way that only caters to

producing positive test scores. The strain to create high grades has brought about a teaching

clear and valid picture of student growth and learning.

A crucial inspiration for change is the idea that publicizing definite data on school-

explicit performances and connecting the "high-stakes" test performances to the possibility of

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Policy vs. Worldview

(Dee & Jacob, 2009). Then again, critics have stated that test-based school’s responsibility has

then it will take away from relationship building, growth in non-testing subjects such as art,

music and physical education, and lastly develop pressure on teachers to generate positive test

results. Campbell's Law suggests, “the more any quantitative social indicator is used for social

decision-making, the more subject it will be to corruption pressures and the more apt it will be to

distort and corrupt the social processes it is intended to monitor (Krieg, 2011 p.2).”

Galatians 3:28 says, “There is neither Jew nor Greek, there is neither slave nor free

man, there is neither male or female; for you are all one in Christ Jesus.”

This bible verse speaks volumes for the racial inequality and the gap between our low-

income schools and our middle- and upper-class school systems. Low-income areas and students

are often overlooked and have little to no resources to obtain academic success. Educators are

intellectually or teaching them how to pass standardized test for the benefit of the school. The

bible reads that we are all equal, but students across our nation are not given equal opportunities

even with government programs such as The No Child Left Behind Act, and Every Student

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Policy vs. Worldview

Krieg, J. M. (2011). Which students are left behind? the racial impacts of the No Child Left

Behind Act. Economics of Education Review, 30(4), 654–664.

https://doi.org/10.1016/j.econedurev.2011.02.004