Does Education In America Still Need Standardized Tests

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In current decades in the United States there has been a resilient measure to use standardized tests as a fundamental for evaluating student accomplishment. To move on in the same line, there has been a higher request by administrators and taxpayers at a great numbers for higher test scores and improvement in school achievement due to the play acting of "The No Child Left Behind" (NCLB). This argumentative essay will prove the reason why the NCLB does not work in the educational systems and observe the indications against these lawmakers.

To begin with, the NCLB is a partial of bill that was passed by our former President George Bush when he was first elected in office nine years ago (United States Department of Education, 2011). Since when the billed was passed into law the people who is against it debates about its purposed and proposals. Educators, superintendent, parents and taxpayers who are concerned worldwide have strong ideas about the consequences that it could bring into their children's or students' lives. They feel that focusing more on standardized tests will not show their students or children's' potential.

Moreover, many educational schools are concerning about the length of time the teachers will be spent on subjects that does not show up on the test like social studies which are important to be learned. They feel that the subjects that are mostly covered on the exam like mathematics, writing, and sciences are taking away the varieties of subjects that are regularly taught that most students should be spending time learning. (Azzam, A., Perkins-Gough, D., Thiers, N., 2011) Like Zavadsky mention, No Child Left Behind has contributed to construct a more powerful accommodated instructional systems. She confessed that the government needs to work on it funding, which is regularly insufficient for numerous schools. (Zavadsky, H., 2011)

In the U.S, standardized testing has been used to measure the level of information that students learned each year in the class room. A statistic has shown that over 45 million standardized tests have given each year to test the students' math and reading skills. (Scherer, M, 2011) When President Clinton introduced the standardized testing which was in 1997, the estimated cost every year to give out those test was ninety-six million dollars. (Newshour, 2011) In 2009 the estimated cost was over a billion dollars. (United States Department of Education, 2010) There are many problems in standardized testing. Incomparable states have been granted to use different way of testing and different method of scoring since there is no test that can be used nationally. The test makers are still having a problem about creating a more profound able test that can measure the students' performance. (Scherer, M, 2011)

Later on, NCLB is having an issue of creating the right and highly qualified teachers for the classroom who will make an increase in how the student perform in standardized tests. NCLB literature states, "Highly qualified teacher has a full certification, a bachelor's degree, and shown competence in content knowledge and teaching skills." (United States Department of Education, 2002b)

A few of the effect of provoking NCLB in the educational system are the pressures that are on the educators, superintendents, and most of all, the students. In this period of time, if a school is classified as the lowest progress school, the student has the option of transferring to a higher progress school that would provide the best opportunities and "set aside 20% of its Title I dollars to support the costs associated with any problems that come alone." (FORTE, E. 2011) This often provides new issue for the student and it parents. Transferring the students to a new school cause problem with transportation and more burden on the parents who has to wake up early to drive their children to school which taking off from the amount of time that will take them to go to work; In other words, the sacrificed that the parents has to make which cause stress.

In addition, the school system has a money issue. The amounts of money that can be spend to hire extra assistants like tutors to help students who are behind. Those who disagree in standardized test claimed that passing this law reduced the number of time spent in each subjects in the class room. Labaree states, "Whatever is not on the test is not worth knowing, and whatever is on the test need be learned only in the superficial manner that is required to achieve a passing grade". Those who disagree believe that teaching and learning what is on the test is not the best practice to be taught or learned. (Guilfoyle, C., 2011)

The whole of method of tests, limited time frame, performances goals are making it harder for the educators. There should be more opportunity or time for the teacher to focus in his/her classroom and his/her students. (Darling-Hammond 2011) As Goldie Klugman stated, "A waiter who is working five tables knows his customers better than one who is working ten". The teachers can performed a better job on teaching the materials if there is interpersonal knowledge going on in the classroom. The more you know about a person, the more you can relate the subject into the student's life. That's the purpose of having a better education, if you cannot relate the materials that you have or are learning to the real world then the teachers are not doing a good job teaching the subject. (Klugman, G., 2011)

After reading and exploring, I found that lowering our prospects and concentrating on different students to verify that our institutes score high enough is not a superlative preparation. If the administrators shorten their emphasis to only the subjects that are cover on the standardized test, then they are repudiating the students their right to a general and different learning experiences. A student has the privileges to study a variety of subjects so that they can best be equipped for the real world. School should not be cutting out expenses just to fund testing. What happen to the other classes that are not being funded like art class or extracurricular activities? I believe that those subjects should not be ignored just because they are not cover on the test. Giving the student the opportunity to experiences it will better prepare them for life after high school or a higher learning institutes.

Furthermore, standardized testing has put a lot of pressure into the school, administrators, and teachers in coming up with better result. As a result, the schools has left out the low performances students like those who immigrated to the United States from not getting help like tutoring because it will take times for better result.1 In reality, many institutions in the United States have done that by allocating those students to different schools, inspiring or pressuring them to withdraw or register in General Educational Development programs (GEDP), taking them out of attendance, or inadequately using exclusionary school punishment.2

In the end, the graduation percentage drop and there is an increase of uneducated youngsters wondering around causing problems and that end up to an increase of juveniles' delinquent.3 I experience that when I was in high school. There were a lot of kids who I enter my freshmen year with who was not with me when I graduated. Since they couldn't pass the FCAT or Florida Comprehensive assessment Test they lost hope and decided to work on the Streets to make dead ends meet. As a cause, the graduation rates started to slip down the ladder. The high income families started to transfer their children to a better competitive school that could give them a more advance education so they can be prepare when they go to college.

While these negative are affecting students coast-to-coast, they have been especially destructive for African Americans and students who are abnormal. Indeed, as the proportions of corrective discipline have increased, racial inequalities have only continued to extend.5 For instance, African Americans students are now three times more likely to be suspended and three-and-a-half times as likely to be kick out of school as the Caucasian students.4 These racial disciplinary disparities are looked upon by disparities in educational performances, as graduation percentage carry on to be far inferior for African Americans than for caucasians.4

In conclusion, states are having difficulties meeting the deadlines. Curriculums are being narrowed due to the focus on tested subjects. Schools and districts are finding ways to cheat the system rather than actually address their problems in order to meet the requirements. Teachers and students across the nation are becoming discouraged and frustrated. There are lack of funding and a cultural bias in test questions. Standardized testing is not creating equal education opportunities for all students, but separating those who can perform well from those who cannot. It is unfair to make all students meet a predetermined level of achievement when there are so many different levels of ability, family support, and maturity. New educational options are causing parents financial and logistical problems.

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Work Cited

Azzam, A., Perkins-Gough, D., Thiers, N., (2011, March). The impact of nclb. Educational Leadership, 64(3), 94-96.

Darling-Hammond, L. (2011). Standards, accountability, and school reform. Teachers College Record 106 (6): 1047-85.

FORTE, E. (2011). Examining the Assumptions Underlying the NCLB Federal Accountability Policy on School Improvement. Educational Psychologist, 45(2), 76-88. Doi: 10.1080/00461521003704738

Guilfoyle, C., (2011, March). NCLB: Is there life beyond testing? Educational Leadership,

64(3), 8-13.

Klugman, G., (2011). No child left behind isn't helping teachers help students. Christian

Science Monitor, 99(52), 8.

Newshour. "Online NewsHour: National Standardized Tests-(2011, March)." PBS: Public Broadcasting Service. 08 Sept. 1997. <>.

Scherer, M. (2011). NCLB issue. Educational Leadership, 64(3), 7.

U.S. Department of Education. Apr. 2011"Archived: President's FY 2009 Education Budget: Building On Results." <>.

United States Department of Education. (2002a). Executive summary. Retrieved April 6, 2011 <>

Zavadsky, H., (2011, March). How nclb drives success in urban schools. Educational

Leadership, 64(3), 69-73.

Deborah Gordon Klehr, Addressing the Unintended Consequences of No Child Left Behind and Zero Tolerance: Better Strategies for Safe Schools and Successful Students, 16 Geo. J. on Poverty L. & Pol'y 585 (2009); Linda Darling-Hammond, Race, Inequality, and Educational Accountability: The Irony of 'No Child Left Behind,' 10 Race Ethnicity & Educ. 245, 252 (2007); Monty Neill, et al., Failing Our Children: How "No Child Left Behind" Undermines Quality and Equity in Education (2004) [hereinafter Neill, et al., Failing Our Children], available at; James E. Ryan, The Perverse Incentives of the No Child Left Behind Act, 79 N.Y.U. L. Rev. 932, 941 (2004).

Sharon L. Nichols & David C. Berliner, Collateral Damage: How High-Stakes Testing Corrupts America's Schools 50-63 (2007); Michelle Fine, et al., New Jersey's Special Review Assessment: Loophole or Lifeline?, app. c (2007), available at; see also Education Law Center-PA, Improving "Alternative Education for Disruptive Youth" in Pennsylvania, 15-16 (2010), available at

See, e.g., Advancement Project, supra note 1, at 15-21; NAACP Legal Defense and Educational Fund, Inc., supra note 1.

Education Week Research Center, EdCounts Database, available at

Losen & Skibaba, supra note 11; Advancement Project, supra note 1, at 22-23.