How No Child Left Behind Fails Principals Essay Example | Topics and Well Written Essays - 750 words

How No Child Left Behind Fails Principals - Essay ExampleJust how this is to be d oneness is still unclear. The equity has created strict penalties if highly qualified teachers are not hired for high poverty areas. The law assumes that the educational institutes will at a lower place this mandate be forced to hire transgress teachers. The law does not cypher the fact that while the principles may want to hire the teachers, the teachers may not want to work under the unstable conditions of schools in such areas.The law does focus on accountability and testing and it does bring to percipient the groups in society not scoring well on tests. It does to an extent create the need to hold better in spite of appearance the school systems. Yet, as the law completely ignores the external factors rivaling the rafts in schools it has not proven to be effective. The law sees the problem as regulatory while it is actually one based on societal factors.Schools within neighborhoods where po verty is high, have a number of external factors that affect the test scores students achieve. The students come from low income families and usually have low attendance rates, they have law-breaking issues, instability within the family structure and all this combines with having students moving away, causing an unusually high mobility rate for students within the school.Similarly, teachers who are highly qualified and have the ability to some extent reach these students do not want to work in such an unstable environment and tend to move for a better opportunities somewhere else. While theoretically the Act seems to be a step in the right direction, for it forces the parties confused to take action for improvement, it is practically not very effective for it provides no law by which this peck be achieved and seems inflexible in understanding the various perspectives involved in the problems faced by the teachers, students and principals whilst toilsome to provide an education and trying to attain it.Data AnalysisThe teachers survey was conducted for two school districts the Fresno (CA) incorporated School District and Richmond (VA) Public Schools which asked the teachers there opinions of the Act and its effectiveness. Both these district schools catered to low income and minority group students. FindingsThe teachers response was that while the Act was suggestively effective and while they agreed that some sanctions or hold of accountability was necessary to ensure that proper education was being imparted to the students, by asking that test scores be monitored and become the basis of the accountability was not the right step. They suggested this would limit their curriculum as the teachers would engender to focus on the test requirements rather than a more critical form of education. The Act requires that teachers be motivated by fear of punishment but the fact is that is not much of a motivator for the teachers surveyed suggested that they see thei r current position as temporary and within five years they would opt for a change.LimitationsThe Act is definitely correct in its assumption that the educational standard for the low income area schools has to