No Child Left Behind Act of 2001 is one of the laws that has been of great value towards ensuring that every child is accorded an opportunity for practical learning with the aim being towards improving on learning outcomes (Dean, 2016). When reflecting on the progress made through the adoption of this legal policy, one of the key aspects to note is that it has created the need for educational institutions to establish structures that would guarantee a positive learning experience for the students. McGuinn (2016) indicates that the positive effects associated with the No Child Left Behind Act of 2001 can be felt at the institutional level, as a majority of the institutions can reposition themselves to match the projections expected. Using the law as a backdrop, it would be essential to adopt an educational policy that is directly in line with seeking to ensure that students improve on their academics.
Description of the Policy
The policy adopted focuses on the provision of a tutor for every child that is performing below grade level. The enactment of this policy is expected to create an avenue through which to promote inclusion, as well as improve educational equality for all students. Student performance is one of the critical areas of consideration in determining student achievement and attainment of set educational goals (Yildirim, 2017). Consequently, this means that the adoption of this policy will be of great value towards ensuring that the education institutions work towards enhancing their capacities to deliver on projected outcomes. Basically, the policy seeks to ensure that every student that is performing below his or her grade expectations is provided a tutor to help him or she improve on educational achievements (Savelsbergh, Prins, Rietbergen, Fechner, Vaessen, Draijer, & Bakker, 2016).
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Peterson, Rubie-Davies, Osborne, & Sibley (2016) focus on a study that sought to suggest that tutoring, provided by teachers, has a crucial role in improving student performance, especially in subjects such as mathematics and English. In some cases, students often fail to meet expectations as a result of the inability to concentrate while in the classroom environment, especially when around their peers. It is from this perspective that the policy has been developed while considering that these students need to be accorded extra tutoring to enhance their abilities to meet their educational expectations. Even in environments where educational programs are less structured, tutoring tends to have a direct yet positive impact on student performance (Jiang & McComas, 2015). That is a crucial aspect of consideration when making the decision on this policy, as it seeks to establish a front through which to ensure that students actually improve on their performance capacities.
The rationale for the Policy
The United States Department of Education has been at the forefront in highlighting the emphasizing on the need for educational institutions to focus much of their attention on the students that are performing below expectations (Cohn & Fraser, 2016). The signing into law of the Every Student Succeeds Act (ESSA) by President Obama in 2015 is a clear indication of the federal government’s commitment towards ensuring that every student receives quality education (Cook-Harvey, Darling-Hammond, Lam, Mercer, & Roc, 2016). That serves as a rationale for the adoption of this policy, considering that it seeks to ensure that students performing below expected standards are provided with extra support structures to guarantee positive outcomes. The expectation is that this will help in the establishment of a strategic front through which to capitalize on the need for an improved student outcome within the learning environment.
Questions
The following are some of the issues that are likely to be raised with regard to adoption of the policy as has been described in the previous question:
What role does the education policy play in ensuring that students are able to work towards specific goals or objectives that are defined by the teachers, parents, and other education stakeholders?
How does the adoption of this education policy help towards promoting stakeholder engagement in support of the learning needs and wants for students performing below expectations?
Is the education policy aligned with the U.S. Department of Education's values, goals, and vision towards ensuring that child is accorded a platform that would support quality and practical learning?
When assessing the projected outcomes, goals, or objectives of the education policy, how does the policy balance between creating a learning environment that is centered on students’ needs and promoting outcomes for the learning institutions?
Can you say that the education policy meets the bigger picture defined with regard to curriculum review, planning, and budgeting?
Does the policy support holistic learning for the students both in and out of the classroom environment? If not, how can it be improved in wanting to create a balance in ensuring that students learn both in and outside the classroom?
Is the education policy likely to receive support from stakeholders in the education sector while considering its projections in terms of enhancing learning capacities for the students in their respective learning environments?
Based on the implications that the policy is likely to have in the education sector, what can you are the critical areas of its strength? Weakness?
References
Cohn, S. T., & Fraser, B. J. (2016). Effectiveness of student response systems in terms of learning environment, attitudes, and achievement. Learning Environments Research , 19 (2), 153-167.
Cook-Harvey, C. M., Darling-Hammond, L., Lam, L., Mercer, C., & Roc, M. (2016). Equity and ESSA: Leveraging educational opportunities through every student succeeds act. Washington, DC: Learning Policy Institute .
Dean, G. J. (2016). Learning is Not Child's Play: Assessing the No Child Left Behind Act. McNair Scholars Research Journal , 9 (1), 5.
Jiang, F., & McComas, W. F. (2015). The effects of inquiry teaching on student science achievement and attitudes: Evidence from propensity score analysis of PISA data. International Journal of Science Education , 37 (3), 554-576.
McGuinn, P. (2016). From no child left behind to the, every student succeeds act: Federalism and the education legacy of the Obama administration. Publius: The Journal of Federalism , 46 (3), 392-415.
Peterson, E. R., Rubie-Davies, C., Osborne, D., & Sibley, C. (2016). Teachers' explicit expectations and implicit prejudiced attitudes to educational achievement: Relations with student achievement and the ethnic achievement gap. Learning and Instruction , 42 , 123-140.
Savelsbergh, E. R., Prins, G. T., Rietbergen, C., Fechner, S., Vaessen, B. E., Draijer, J. M., & Bakker, A. (2016). Effects of innovative science and mathematics teaching on student attitudes and achievement: A meta-analytic study. Educational Research Review , 19 , 158-172.
Yildirim, I. (2017). The effects of gamification-based teaching practices on student achievement and students' attitudes toward lessons. The Internet and Higher Education , 33 , 86-92.
