Government program has opposite affect on students

No Child Left Behind's original intent was to close the achievement gap among studentsin the United States, by testing them throughout their education, and following their progress. 2008 marks the seventh consecutive year that No Child Left Behind has been implemented in the United States education system and the results have been opposite of the original intent. Instead of closing the achievement gap among students, No Child Left Behind is constantly increasing the education gap by holding back all students while attempting to improve others.


According to WKBT.com, a public forum was recently held in Wisconsin to hear the public opinions on what should change in the program when it comes up for reauthorization. Much of the public had the same reaction. Tim Gerber, a parent that attended the forum said, "...I understand why they want to keep track of the progress students 'K' through 12, but eventually you come to a point when you're tested out."


Instead of focusing on the main issues at hand which include learning and applying the material, students are spending more time memorizing a formula, using it on a test and then after a few years pass they have no recollection of how they answered the question.


As a recent graduate in the Georgia public education system, I can attest to these same situations. Rather that spend the extra time learning about a particular subject so that one can understand it fully, teachers sped through the material. This allowed more time to at least touch on all the subject matter that could be included on a particular standardized test. However, the problem presented itself two or three years down the line when I had to relearn certain material in order to pass the Georgia High School Graduation Test.


The No Child Left Behind Act should ensure that all students are fully prepared and knowledgeable not only for its standardized test in current years but in all future endeavors a student may choose to pursue.
This could mean a revision to the current Act that allows educators more time on certain subjects or just pushing back test dates where they are only relevant in a student's transitional years, grades 5,8,9, and 12 instead of K-5, 6,8, and 11. This time frame would allow more students to understand material to its fullest extent as well as allow those who were faster learners the opportunity to explore a topic in a more in depth manner or simply move ahead with an independent study of some sort.