Essay on The No Child Left Behind Act - 1440 Words

Initiated in 2002, the No Child Left Behind Act (NCLB) of 2001 intended to prevent the academic failures of educational institutions and individual students, as well as bridge achievement gaps between students. This act supports the basic standards of education reform across America; desiring to improve the learning outcomes of America’s youth. No Child Left Behind has left many to criticize the outcomes of the Act itself. Questions have risen concerning the effectiveness of NCLB, as well as the implications to America’s youth. Thesis The No Child Left Behind Act of 2001 should be revised to allow better accountability of student success, accountability of schools progress, and better flexibility for teachers. About â€Å"No Child Left†¦show more content†¦The problem here is simple; not all students can perform at the same academic level. To add, large scale standardized tests are the only source of understanding the academic achievements under NCLB, which are not an entirely accurate measure of a student’s performance. Additionally, the testing results are directly linked to awards or penalties of the school performance. Each state establishes their own standards, which must approved by the federal government if participating in NCLB. The tests are predominately multiple-choice style tests. The tests do not take in account their report card grades or significant individual achievements made by a student. For example, if a student is three levels below their reading grade, but increases their reading by two grades over the course of year, yet still below their current grade based on standardized testing, then that student will be categorized as a failing. It is argued th at large-scale standardized testing is creating inaccurate measurements of student progress bound by the single year focus of NCLB rules. It does account for following the student over the course of their elementary years for overall success. â€Å"Classroom-based measures of proficiency, such as research projects, classroom assessments, and homework assignments, also provide rich data regarding students’ academic progress (Cawthon, 2004).† The current Obama administration has indicated a planShow MoreRelatedNo Child Left Behind Act1621 Words   |  7 Pages The support for the No Child Left Behind Act plummeted down shortly after the act passed. Many people supported the act at first simply because they supported the goals of the act, once they saw the results, their opinions changed. One of the biggest arguments towards No Child Left Behind is that it is unfair. People believed the resources of difference schools were unequal, and thought the Title 1 funding that th e schools received should go to ensuring all schools had equal resources. Many peopleRead MoreThe No Child Left Behind Act1670 Words   |  7 Pages Literature Review: Every Student Succeeds Act Suzanne Hatton, BSW, LSW University of Kentucky-SW 630 Abstract This literature review seeks to explore the Every Student Succeeds Act (2015), a bipartisan reauthorization and revision to the No Child Left Behind Act (2002). The Every Student Succeeds Act (ESSA) is the first law passed in fourteen years to address Reneeded changes to the No Child Left Behind Act (NCLB). Considered progressive and innovative at the time of itsRead MoreThe No Child Left Behind Act875 Words   |  4 PagesThe No Child Left Behind Act â€Å"NCLB† was a bill passed by the Senate in 2001 and signed into law by President George W. Bush on January 8, 2002. It was a revision of the Elementary and Secondary Act â€Å"ESEA† of 1965 by President Lyndon Johnson. The NCLB was intended to help children in lower-income families achieve the same standard of education as children in higher income families. This was done by the federal government providing extra finances for Title I schools in exchange for a rise in academicRead MoreNo Child Left Behind Act1418 Wor ds   |  6 Pagessystematic oppression. The flowing water of oppression floods poor schools; drowning students with dreams, and giving no mercy. The only ones safe from the water are the privileged, who are oblivious to the fact that it exists. George Bush s No Child Left Behind Act, which passed in 2002, mandated annual standardized testing in math and reading. If schools received insufficient scores, they were punished or shut down. This fueled the construed concept that a school is only doing well if the students haveRead MoreThe No Child Left Behind Act Essay921 Words   |  4 Pagesuccessful at it. (Source 7) Next, the â€Å"No Child left behind Act† it was signed by President George W. Bush and it passed with bipartisan support on Jan. 8, 2002. This Act states that there will be mandated annual testing in the subject reading and math and science. In the grades 3-8 and 10th grade. It shows the Adequate Yearly Progress of each school in the system of the United States. (source 1) The biggest point of this Act is that no child is â€Å"trapped in a failing school† (source 1). That eachRead MoreThe No Child Left Behind Act2120 Words   |  9 PagesWhen President George W. Bush signed the No Child Left Behind Act (NCLB) into law in 2002, the legislation had one goal-- to improve educational equity for all students in the United States by implementing standards for student achievement and school district and teacher performance. Before the No Child Left Behind Act, the program of study for most schools was developed and implemented by individual states and local communities†™ school boards. Proponents of the NCLB believed that lax oversightRead MoreThe No Child Left Behind Act1988 Words   |  8 PagesJanuary 8, 2002, George W. Bush signed the No Child Left Behind Act into law (also known as the NCLB). The No Child Left Behind Act was the latest reauthorization of the Elementary and Secondary Education Act of 1965, a federal education bill addressing the nation’s schools. At his signing ceremony, Bush stated, â€Å"There’s no greater challenge than to make sure that every child—and all of us on this stage mean every child, not just a few children—every single child, regardless of where they live, how they’reRead MoreThe No Child Left Behind Act1592 Words   |  7 PagesThe No Child Left Behind Act was the biggest educational step taken by president Bush and his administration. Its main goal included the increase of achievement in education and completely eliminate the gap between different racial and ethnic grou ps. Its strategies had a major focus on uplifting test scores in schools, hiring â€Å"highly qualified teachers† and deliver choices in education. Unluckily, the excessive demands of the law have not succeeded in achieving the goals that were set, and have causedRead MoreNo Child Left Behind Act1747 Words   |  7 PagesNo Child Left Behind Introduction The No Child Left Behind Act (NALB) was signed into law by the former President of the United States George Walker Bush on the 8th of January 2002. It was a congressional attempt to encourage student achievement through some reforms focused on elementary and secondary education programs in the United States. The NCLB requires that within a decade all students including those with disabilities to perform at a proficient level on their state academic evaluation testsRead MoreThe No Child Left Behind Act1124 Words   |  5 PagesChristian J. Green Dr. Shoulders NCLB and ESSA 28 February 2016 The No Child Left Behind Act (NCLB) was authorized by and signed into law in 2002. NCLB was a reauthorization of the Elementary and Secondary Education Act (ESEA) of 1965. NCLB was meant to hold schools to higher standards, enforce accountability, and close achievement gaps that had existed in education since ESEA was enacted. Nevertheless, the rigorous standards and goals set forth under NCLB were never attained. ESEA Flexibility could

Essay on A Thousand Acres Dialectical Journal - 3935 Words

Simmy Shah Quotes | Commentary | â€Å"When I think of them now, I think of how they probably seen nearly as little world as I had by that time† (5). | This quote displays the importance of the first person point of view in this novel. The unique perspective from Ginny not only allows the reader to view the events from her own angle, but it also allows the readers to understand her personality. In addition, this quote describes the tragedy of the farmer’s life: no new possibilities of adventure or travel. This foretells the possible challenges that occur between generations because the elders do not have an open mind. | â€Å"My father’s pride, always touchy, had been injured to the quick† (21). | This first description of Larry Cook†¦show more content†¦| â€Å"`Well, she’s [Caroline] always somewhere, isn’t she? She’s the one that got away, isn’t she?† (99). | Rose is describing her frustration and also, describes her jealousy towards Caroline’s life; that she escaped from living on a farm and had the ability to choose her life. | â€Å"It was exhausting just to hold ourselves at the table, magnets with our northern poles into the center of the center of the circle† (101). | This metaphor clearly describes the awkward atmosphere during their meal and describes how desperately all the family members want to leave from the table. | â€Å"†¦it was us, all of us, who were failing, and the hallmark of our failure was the way we are with our heads down, hungrily, quickly, because there was nothing else to do at the table† (102). | For the first time, Ginny has an epiphany as to why family meals tend to be painfully agonizing; because they do not even try to enjoy the time they are spending together. Instead, they all just try to finish the food quickly and quietly in order to leave the table as fast as possible. | â€Å"Now that I remembered that little girl and that young, running man, I couldn’t imagine what had happened to them† (106). | The atmosphere created makes it difficult for the readers not to feel sympathy for Ginny as she discovers parts of herself she had never taken notice of before. From fear of her father’s oppression, she has suppressed

Chemistry Acid-Base Titration Free Essays

Chemistry: Strong Acid and Weak Base Titration Lab Cherno Okafor Mr. Huang SCH4U7 November 21st, 2012 Data Collection and Processing Concentration of the standard HCl solution: 0. 1 M Data Collection: | Trial 1| Trial 2| Trial 3| Final HCl Buret Reading  ± 0. We will write a custom essay sample on Chemistry Acid-Base Titration or any similar topic only for you Order Now 05 mL | 38. 3| 45| 54. 5| Initial HCl Buret Reading  ± 0. 05 mL | 29. 9| 38. 3| 45| Volume of NaHCO3 used  ± 0. 1 mL | 9. 2| 9. 5| 9. 8| Qualitative Data: I used the methyl orange indicator which was suitable for my titration because of its clear and distinct colour change from orange to a bright red at the endpoint * At the beginning of the titration after I added 3 drops of methyl orange into the base (NaHCO3) and swirled, I began titrating the acid (HCl) slowly, and initially in the methyl orange and base, there was a tiny amount of red colour present, but then it quickly disappeared due to insufficient HCl (H+ ions)then I gradually kept titrating more acid while swirling and there was even more red colour present, until finally I reached the endpoint when the orange-yellow colour had completely transformed into a red colour * Changes from an orange-yellow colour (slightly higher pH 4. 4) to a bright red colour (at low pH 3. 1) at the endpoint and point of equivalence * Bakin g Soda (NaHCO3) absorbed the odour caused by the strong acid of HCl when I mixed the two: bleach-like smell Processing If the concentration of an acid or base is expressed in molarity, then the volume of the solution multiplied by its concentration is equal to the moles of the acid or base. Therefore, the following relationship holds: nVb x Cb = Va x Ca Where: Vb = the volume of the base Cb = the concentration of the base Va = the volume of the acid Ca = the concentration of the acid n = the mole factor In the case of hydrochloric acid and Sodium Bicarbonate (Baking Soda), the mole ratio is one to one, thus the mole factor is 1. Therefore, the volume of sodium bicarbonate multiplied by its concentration in molarity is equal to the moles sodium bicarbonate. The moles of sodium hydroxide are equal to the number of moles of hydrochloric acid in the reaction. The neutralization equation becomes: HCl + NaHCO3 NaCl + H2O + CO3 Hence, Cb = Va x Ca / Vb. Trial 1 Calculation: * First we need to find the change of volume of the acid used up in the titration: Va = Vfinal – Vintial Va = 38. 3  ± 0. 05 – 29. 9  ± 0. 05 Va = 8. 4  ± 0. 1 mL Therefore, nVb x Cb = Va x Ca (1)(9. 2  ± 0. 1)(Cb) = (8. 4  ± 0. 1) (0. 1  ± 0. 0005) Cb = (8. 4  ± 0. 1) (0. 1  ± 0. 0005) / (9. 2  ± 0. 1) Cb = (8. 4  ± 1. 19%) (0. 1  ± 0. 5%) / (9. 2  ± 1. 09%) Cb = (0. 84  ± 1. 69%) / (9. 2  ± 1. 09%) Cb = 0. 0913  ± 2. 78% 0. 0913  ± 0. 00254M is the concentration of the base for trial 1 Theoretical Base Concentration = 0. 1  ± 0. 0005 M Experimental Base Concentration = 0. 0913  ± 0. 00254 M Trial 2 Calculation: * First find change of volume of the acid used up in the titration: Va = Vfinal – Vinitial Va = 45  ± 0. 05 – 36  ± 0. 05 Va = 9. 0  ± 0. 1 mL Therefore, nVb x Cb = Va x Ca (1)(9. 5  ± 0. 1)(Cb) = (9. 0  ± 0. 1) (0. 1  ± 0. 0005) Cb = (9. 0  ± 0. 1) (0. 1  ± 0. 0005) / (9. 5  ± 0. 1) Cb = (9. 0  ± 1. 1%) (0. 1  ± 0. 5%) / (9. 5  ± 1. 05%) Cb = (0. 9  ± 1. 6%) / (9. 5  ± 1. 05%) Cb = 0. 0947  ± 2. 65% 0. 0947  ± 0. 00251M is the concentration of the base for trial 2 Theoretical Base Concentration = 0. 1  ± 0. 005 M Experimental Base Concentration = 0. 0947  ± 0. 00251 M Trial 3 Calculation: * First find change of volume of the acid used up in the titration: Va = Vfinal – Vinitial Va = 54. 5  ± 0. 05 – 45  ± 0. 05 Va = 9. 5  ± 0. 1 mL Therefore, nVb x Cb = Va x Ca (1)(9. 8  ± 0. 1)(Cb) = (9. 5  ± 0. 1) (0. 1  ± 0. 0005) Cb = (9. 5  ± 0. 1) (0. 1  ± 0. 0005) / (9. 8  ± 0. 1) Cb = (9. 5  ± 1. 05%) (0. 1  ± 0. 5%) / (9. 8  ± 1. 02%) Cb = (0. 95  ± 1. 55%) / (9. 8  ± 1. 02%) Cb = 0. 0969  ± 2. 57% 0. 0969  ± 0. 00250M is the concentration of the base for trial 3 Theoretical Base Concentration = 0. 1  ± 0. 0005 M Experimental Base Concentration = 0. 0969  ± 0. 00250 M * Now, I will average all 3 trials: Trial 1: 0. 0913  ± 2. 78% 2. 78% / 100% x 0. 0913 = 0. 0913  ± 0. 00254 M Trial 2: 0. 0947  ± 2. 65% 2. 65% / 100% x 0. 0947 = 0. 0947  ± 0. 00251 M Trial 3: 0. 0969  ± 2. 57% 2. 57% / 100% x 0. 0969 = 0. 0969  ± 0. 00250 M Therefore: (0. 0913 + 0. 0947 + 0. 0969)  ± (0. 00254 + 0. 00251 + 0. 00250) / 3 trials = (0. 2829  ± 0. 00755) / 3 = (0. 0943  ± 0. 00252) MAverage Concentration of base for the 3 trials * Percentage Error = Theoretical – Actual / Theoretical x 100% = (0. 1  ± 0. 0005) – (0. 0943  ± 0. 00252) / (0. 1  ± 0. 0005) x 100% = 0. 0057  ± 0. 00302 / 0. 1  ± 0. 0005) x 100% = (0. 57  ± 0. 00352) x 100% = 5. 7%  ± 0. 00352 Conclusion and Evaluation: Conclusion: In this titration lab, I used a strong acid HCl (hydrochloric acid) vs. a weak base NaHCO3 (sodium bicarbonate/baking soda). My intent was to find the concentration of the wea k base after it has been titrated with the strong acid. The theoretical basic solution had a concentration of 0. 1  ± 0. 0005 M. In my experiment, the value I obtained was 0. 0943  ± 0. 00252 M, which is pretty close to 0. 1. I also had a very small error percentage at just 5. 7%  ± 0. 00352 error. My experimental value was only off by 0. 0057 (0. 1- 0. 0943) with a total uncertainty of 0. 00402 (0. 005 + 0. 00352) from the theoretical value of the base concentration. Evaluation/Improvement: Some of the most notable errors in my procedure to mention are the small quantities being used and hence the inaccuracy in measurements. Perhaps I could have arranged the titration to have bigger titres, which would reduce errors by using larger quantities such as a higher concentration for the standardized solution. In addition, there was also some splattering/loss of the acidic solution being titrated into the basic solution, as it came into contact with the edges and surface of the flas k, which in turn, presumably initiated errors in volume measurements. Also, this means that not all of the acid that was added reacted efficiently with the basic solution mixed with methyl orange indicator. Moreover, there could have been impurities in the basic solution itself and as well as the indicator causing a higher reading than the theoretical value of concentration. The leakage that resulted from the stock cock may have caused the HCl to alter slightly in content because of the reaction with some of the chemicals in the external environment (air). There was also some residue that could have been left behind in the basic flask when I washed it with distilled water after the neutralization of each trial. Perhaps drying it could have made a difference instead of leaving it wet. Maybe some of the neutralized solution was left behind after I washed out the flask, and it mixed with the tiny water droplets also left behind in the flask. Before I started the next trial, it could have interfered with that titration and provide inaccuracy. Another error to mention is getting the exact endpoint during the titration. The indicator could have ranged from different shades of red (starting with orange) but I assumed that the moment it turned a standard red colour, it was finished. In addition, I could mention that I may not have properly swirled the solutions before beginning the titration process to make sure nothing (residue) settles at the bottom. This could have impacted the inaccurate colour change of the indicator in the neutralization and hence unknown standard colour. I also kept on adding drops when the solution was already a red colour towards the end. However, this may have either darkened or lightened the colour too much in an effort to change the precision of the indicator colour at the equivalence point or end point. Finally, at some moments, I was in a hurry to finish titrating, and so I may have flushed out the acid in large amounts. I realize that near the neutralization point, the acid must be released in drops. However, for the third trial, I did sort of flush out a large amount of the acid and therefore could have missed the neutralization point which could cause errors in results. How to cite Chemistry Acid-Base Titration, Essay examples