The document discusses how the No Child Left Behind Act may negatively impact minority students. It outlines key aspects of NCLB, including adequate yearly progress requirements and high-stakes testing. It then analyzes how these policies disproportionately affect minority groups by failing to close achievement gaps, funding schools inequitably, and increasing dropout rates among minorities. Overall, the document suggests NCLB has exacerbated existing inequalities and social classes along racial lines in the American education system.

1. IsThe No Child Left Behind ActIsThe No Child Left Behind Act
Leaving Minorities Behind?Leaving Minorities Behind?

2. SectionsSections
 I: AbstractI: Abstract
 II: A closer look atThe No Child Left Behind ActII: A closer look atThe No Child Left Behind Act
 III: Discussion and ConclusionIII: Discussion and Conclusion

3. Section II: A Closer Look at theSection II: A Closer Look at the
NCLBNCLB
 IntroductionIntroduction
 PurposePurpose
 AdequateYearly ProgressAdequateYearly Progress
 High StakesTestsHigh StakesTests
 The Achievement GapThe Achievement Gap
 Funding/Issues in EquityFunding/Issues in Equity
Amongst RacesAmongst Races
 Negative effects of NCLBNegative effects of NCLB
 The Effects of Social NetworksThe Effects of Social Networks
on Studentson Students
 How the NCLB Affect SocialHow the NCLB Affect Social
ClassClass
 Education PaysEducation Pays
 Graduation Rates and EffectsGraduation Rates and Effects
of Dropping outof Dropping out
 Minority Drop outsMinority Drop outs
 ConclusionConclusion
 SolutionSolution

4. The Evolution ofThis PaperThe Evolution ofThis Paper
 Began as a look at why minorities are so far behindBegan as a look at why minorities are so far behind
educationally and economically.educationally and economically.
 Then: About minorities & their Standardized examThen: About minorities & their Standardized exam
performance.performance.
 Finally:The No Child Left behind Act.Finally:The No Child Left behind Act.
 Title:Title: “Is the No Child Left Behind Act Leaving Minorities“Is the No Child Left Behind Act Leaving Minorities
Behind? ”Behind? ”

5. This paper is:This paper is:
 Written from a 3Written from a 3rdrd
year Secondary MathematicsTeacheryear Secondary MathematicsTeacher’s’s
point of viewpoint of view
 Nationally based butTexas CenteredNationally based butTexas Centered
 Written to expose the No Child Left Behind ActWritten to expose the No Child Left Behind Act

6. IntroductionIntroduction
 The No Child Left Behind Act of 2001 (NCLB )was created by theThe No Child Left Behind Act of 2001 (NCLB )was created by the
Bush administrationBush administration
 Requires states to:Requires states to:
 Develop a set of content standards in Mathematics and ReadingDevelop a set of content standards in Mathematics and Reading
 Create and administer annual assessments in Grades 3-8 and atCreate and administer annual assessments in Grades 3-8 and at
least once in grades 10-12least once in grades 10-12..
 The main components of this act are the AYP, High StakesThe main components of this act are the AYP, High Stakes
Tests, and the Consequences associated with it.Tests, and the Consequences associated with it.

7. Thoughts and Reasoning behindThoughts and Reasoning behind
the creation of the NCLBthe creation of the NCLB
 Students are unmotivatedStudents are unmotivated
 Teachers are either inadequately skilled or lack theTeachers are either inadequately skilled or lack the
motivationmotivation
 Local communities, school board members, andLocal communities, school board members, and
superintendants do not know what their students should besuperintendants do not know what their students should be
learning or to what degree they should be learning it.learning or to what degree they should be learning it.
 Accountability through testing will pressure the system toAccountability through testing will pressure the system to
improve.improve.

8. Purposes of the NCLBPurposes of the NCLB
 To reform education and improve studentTo reform education and improve student
achievementachievement
 Specific improvements are mandated of low achievingSpecific improvements are mandated of low achieving
schools, districts, and states.schools, districts, and states.
 To transform yearly, standardized testing into highTo transform yearly, standardized testing into high
stakes consequence based testing for studentsstakes consequence based testing for students

9. PurposesPurposes
 ““The stated goal of NCLB is for 100% of students in anyThe stated goal of NCLB is for 100% of students in any
participating state to attain the level of proficiency in bothparticipating state to attain the level of proficiency in both
reading and mathematics set forth by that state by the yearreading and mathematics set forth by that state by the year
2014.” (Chrisanti Haretos, 31)2014.” (Chrisanti Haretos, 31)
 Close the racial/ethnic achievement gap.Close the racial/ethnic achievement gap.
 Focus schoolsFocus schools’ attention on raising test scores’ attention on raising test scores
 Mandating better-qualified teacherMandating better-qualified teacher
 Provide educational choice.Provide educational choice.
 Bottom line:To assure that something is being taught in schoolsBottom line:To assure that something is being taught in schools
and to attempt to level the playing field for American studentsand to attempt to level the playing field for American students

10. Promises of the NCLBPromises of the NCLB
 Every child in America would read on grade level andEvery child in America would read on grade level and
compute high-level Mathematical Problemscompute high-level Mathematical Problems
 ProvideProvide ‘highly qualified’ teachers to all students‘highly qualified’ teachers to all students
 Every school would make adequate yearly progressEvery school would make adequate yearly progress
(AYP) to prove these outcomes were legitimate.(AYP) to prove these outcomes were legitimate.

11. The Achievement GapThe Achievement Gap
 TodayToday’s studies have shown that minorities score lower’s studies have shown that minorities score lower
than other ethnic groups on standardized tests.than other ethnic groups on standardized tests.
 Reasons cited Poverty, Family Dysfunction, PoorReasons cited Poverty, Family Dysfunction, Poor
Parenting Skills,Transiency, substance abuse, and theParenting Skills,Transiency, substance abuse, and the
Devaluing of academic achievement.Devaluing of academic achievement.
 Irony – Minorities score lower and it worsens theIrony – Minorities score lower and it worsens the
Achievement Gap and more importantly the Social Class ofAchievement Gap and more importantly the Social Class of
Minorities.Minorities.
 It forces minorities to settle for lower paying Jobs or workIt forces minorities to settle for lower paying Jobs or work
their way up the economic ladder to obtain a quality waytheir way up the economic ladder to obtain a quality way
of life.of life.

12. It Starts EarlyIt Starts Early
 Source: MSP-Management Information System, K-12 DistrictSource: MSP-Management Information System, K-12 District
Survey and Partnership Projects Survey. Credit: Zina DeretskySurvey and Partnership Projects Survey. Credit: Zina Deretsky

14. The Achievement Gap -TexasThe Achievement Gap -Texas
FreshmenYear Passing PercentagesFreshmenYear Passing Percentages

15. The Achievement Gap -TexasThe Achievement Gap -Texas
SophomoreYear Passing PercentagesSophomoreYear Passing Percentages

16. The Achievement Gap -TexasThe Achievement Gap -Texas
Exit-Level Passing PercentagesExit-Level Passing Percentages

17. What are High StakesTests (HST)What are High StakesTests (HST)
 Tests used to evaluate Annual yearly progress of schools inTests used to evaluate Annual yearly progress of schools in
the U.S.the U.S.
 Tests whose scores are directly tied to issues ofTests whose scores are directly tied to issues of
consequenceconsequence
such as:such as:
 Individual promotionIndividual promotion
 GraduationGraduation
 Monetary allotments to schools or School systemsMonetary allotments to schools or School systems

18. No Child Left Behind ActNo Child Left Behind Act
AYP (AdequateYearly Progress)AYP (AdequateYearly Progress)
 Measured with the results of standardized tests in mathMeasured with the results of standardized tests in math
and reading.and reading.
 A determinant of Federal Funding for schoolsA determinant of Federal Funding for schools
 Results in less funding if AYP is not met.Results in less funding if AYP is not met.
 Not reaching the AYP standards could result in stateNot reaching the AYP standards could result in state
seizure of schools which has shown no immediate impactseizure of schools which has shown no immediate impact
in years past.in years past.
 Traditionally, schools with 50% minorities or better do notTraditionally, schools with 50% minorities or better do not
reach the AYPreach the AYP

19. How NCLB affects MinoritiesHow NCLB affects Minorities
 Negatively!!!!!!!Negatively!!!!!!!
 Traditionally minorities are not strong standardized testTraditionally minorities are not strong standardized test
takers and NCLB is heavily reliant on these tests.takers and NCLB is heavily reliant on these tests.
 Minority populated schools rarely meet the AYP standardsMinority populated schools rarely meet the AYP standards
therefore rarely get the funds needed by the governmenttherefore rarely get the funds needed by the government
to improve schooling conditions.to improve schooling conditions.
 This in turn affects the scores because schools canThis in turn affects the scores because schools can’t afford’t afford
to pay for additional and much needed tutoring,to pay for additional and much needed tutoring,
technological assistance, and sometimes even books.technological assistance, and sometimes even books.

20. How NCLB Hurts MinoritiesHow NCLB Hurts Minorities
 Recent statistics have shown schools with large numbers ofRecent statistics have shown schools with large numbers of
special education students will always be penalized in theirspecial education students will always be penalized in their
rankings.rankings.
 Although accommodations are made, these students areAlthough accommodations are made, these students are
still being left behind.still being left behind.
 The studentsThe students’ needs are not met.’ needs are not met.
 This is an example of the NCLB punishing schools andThis is an example of the NCLB punishing schools and
districts that serve large numbers of low-income students.districts that serve large numbers of low-income students.

21. No Child Left Behind ActNo Child Left Behind Act
Effects on MinoritiesEffects on Minorities
 Causes culturally diverse students to drop out without aCauses culturally diverse students to drop out without a
high school diploma. (Camara & Schmidt, 1999; Lee, 2002)high school diploma. (Camara & Schmidt, 1999; Lee, 2002)
 Caused High StakesTesting which affect monetaryCaused High StakesTesting which affect monetary
allotment to schools and individual promotion.allotment to schools and individual promotion.
 Causes minority groups to have a lower sense of self worthCauses minority groups to have a lower sense of self worth
educationally because of the inability to do well on exams.educationally because of the inability to do well on exams.

22. NCLB and FundingNCLB and Funding
 Most countries fund schools centrally and equallyMost countries fund schools centrally and equally
 Property taxes predict the federal funding a school receives.Property taxes predict the federal funding a school receives.
 predominantly black and/or Hispanic school districtspredominantly black and/or Hispanic school districts
generally spend less on education than their whitegenerally spend less on education than their white
counterpartscounterparts
 The wealthiest US public schools spend at least 10 timesThe wealthiest US public schools spend at least 10 times
more than the poorest schools- ranging from over $30,000more than the poorest schools- ranging from over $30,000
per pupil to only $3000per pupil to only $3000
 This disparities contributes to a wider achievement gapThis disparities contributes to a wider achievement gap
than in virtually any other industrialized countrythan in virtually any other industrialized country

23. NCLB and FundingNCLB and Funding
 With low socioeconomic schools getting less money theWith low socioeconomic schools getting less money the
schoolschool’s budget is affected which determines the quality of’s budget is affected which determines the quality of
teachers obtainable.teachers obtainable.
 Smaller school budgets force schools to overwork teachersSmaller school budgets force schools to overwork teachers
which causes the teachers to burn out or perform at lowerwhich causes the teachers to burn out or perform at lower
levels than expected or desired.levels than expected or desired.
 It forces already struggling parents to find ways to getIt forces already struggling parents to find ways to get
additional assistance for their educationally needyadditional assistance for their educationally needy
children.children.

24. Not a Level Playing FieldNot a Level Playing Field
 Approximately 33% of high school mathematicsApproximately 33% of high school mathematics
students in high minority schools and 30% of highstudents in high minority schools and 30% of high
school mathematics students in high poverty schoolsschool mathematics students in high poverty schools
are taught by teachers without a teaching license or aare taught by teachers without a teaching license or a
major in mathematicsmajor in mathematics ..
 The NCLB requires schools to spend 25% of its budgetThe NCLB requires schools to spend 25% of its budget
on tutoring serviceson tutoring services
 Far too little to correct these conditionsFar too little to correct these conditions..

25. Graduation RequirementsGraduation Requirements
Students must pass all courses required and pass the stateStudents must pass all courses required and pass the state
mandated exit level exams.mandated exit level exams.
Special Education Students must fulfill all requirements ofSpecial Education Students must fulfill all requirements of
his/her I.E.P (individualized Educational Program)his/her I.E.P (individualized Educational Program)
 Recent Rates (2008):Recent Rates (2008):
 National = 70% , this means only 7 out of 10 students graduate.National = 70% , this means only 7 out of 10 students graduate.
 Texas = 65% , means only 2 out every 3 students will graduateTexas = 65% , means only 2 out every 3 students will graduate
 Minorities = 52%, means only every other minority studentMinorities = 52%, means only every other minority student
graduatesgraduates

26. Graduation Rates NationwideGraduation Rates Nationwide

27. Drop Out Rates NationallyDrop Out Rates Nationally
 35% of students drop out, this means about 1 out of every35% of students drop out, this means about 1 out of every
3 students drop out.3 students drop out.
 48% of minorities drop out, this means about 1 out of48% of minorities drop out, this means about 1 out of
every 2 minority students graduate.every 2 minority students graduate.
 Keep in mind that drop outs arenKeep in mind that drop outs aren’t just students that’t just students that
stopped going to school.stopped going to school.
 A large amount of these dropouts are caused by the NCLBA large amount of these dropouts are caused by the NCLB
and its strict accountability tied to standardized exams.and its strict accountability tied to standardized exams.

28. Drop out Rates inTexasDrop out Rates inTexas
Drop out rate inTexas is 33% forTexas High SchoolsDrop out rate inTexas is 33% forTexas High Schools
 50% inTexas for Hispanics50% inTexas for Hispanics
 This is a major deal because as of April 2011, Hispanics areThis is a major deal because as of April 2011, Hispanics are
now the majority ofTexas students.now the majority ofTexas students.
 Hispanics represent over 50% of the school population inHispanics represent over 50% of the school population in
Texas.Texas.
 46% inTexas for African Americans46% inTexas for African Americans

29. Effects of Dropping OutEffects of Dropping Out
 The unemployment rate in the U.S. is up to 9%The unemployment rate in the U.S. is up to 9%
 This could possibly lead to a life of crime because billsThis could possibly lead to a life of crime because bills
must be paid.must be paid.
 Students that drop out are 8 times more likely to go to jail.Students that drop out are 8 times more likely to go to jail.
 The average annual earning of a high school drop out isThe average annual earning of a high school drop out is
$9,000- $18,000 a year. Which translates to about $750-$9,000- $18,000 a year. Which translates to about $750-
$1500 a month.$1500 a month.

30. How NCLB Affects Social ClassHow NCLB Affects Social Class
 The NCLB has a major effect of Social Class in AmericaThe NCLB has a major effect of Social Class in America
because social positioning depends on the amount ofbecause social positioning depends on the amount of
money one earns.money one earns.
 The NCLB limits students who do not possess the ability toThe NCLB limits students who do not possess the ability to
take standardized exams.take standardized exams.
 These students are forced to either work their way upThese students are forced to either work their way up
because of this inability or to settle for professions that dobecause of this inability or to settle for professions that do
not require higher education.not require higher education.

31. Social Class and IncomeSocial Class and Income

32. Learning is EarningLearning is Earning

33. Importance of the Previous ChartsImportance of the Previous Charts
 We must at least help our kids graduate high schoolWe must at least help our kids graduate high school
 There are no jobs out there for non high school graduatesThere are no jobs out there for non high school graduates
 There are hardly any for bachelorThere are hardly any for bachelor’s degree holders.’s degree holders.
 If this global economy and workforce continues toIf this global economy and workforce continues to
blossom then a Masterblossom then a Master’s degree will likely be the standard’s degree will likely be the standard
for actually obtaining a career.for actually obtaining a career.

34. What Can We do to Avoid theWhat Can We do to Avoid the
Pitfalls of NCLBPitfalls of NCLB
 Recognize the challenge and rise above it, as we always do.Recognize the challenge and rise above it, as we always do.
 America is the land of opportunity however if we canAmerica is the land of opportunity however if we can’t get our’t get our
kids out of highschool they will never partake in thesekids out of highschool they will never partake in these
opportunities.opportunities.
 Create stronger social networks geared toward academicCreate stronger social networks geared toward academic
successsuccess
 Create a positive work environment for our students while theyCreate a positive work environment for our students while they
are away from school.are away from school.
 Take a more active approach to our kids educationTake a more active approach to our kids education

35. The Effects of Social Networks onThe Effects of Social Networks on
Minority StudentsMinority Students

36. The Effects of Social Networks onThe Effects of Social Networks on
Minority StudentsMinority Students
 Students only spend 8 hours a day at school.ThatStudents only spend 8 hours a day at school.That’s about a’s about a
third of the day with teachers and administrators who willthird of the day with teachers and administrators who will
encourage education and its importance.encourage education and its importance.
 Students spend the other 16 hours at home or around theStudents spend the other 16 hours at home or around the
people who are in their social networks.people who are in their social networks.
 Since the time spent is greater with members of the socialSince the time spent is greater with members of the social
networks, students are more influenced by the beliefs andnetworks, students are more influenced by the beliefs and
actions of this group as opposed to the teachers andactions of this group as opposed to the teachers and
administrators at school.administrators at school.
 Therefore social networks play a major part in the success orTherefore social networks play a major part in the success or
failure of students.failure of students.

37. Proposed SolutionsProposed Solutions

38. The Solution is as simple asThe Solution is as simple as
ABCDEABCDE
 Appropriating Government funds evenlyAppropriating Government funds evenly
 Better parentingBetter parenting
 Changing our system of accountabilityChanging our system of accountability
 Evenly appropriately our government fundsEvenly appropriately our government funds
 Differentiating our instructionDifferentiating our instruction

39. Proposed SolutionsProposed Solutions
Growth Based System of AccountabilityGrowth Based System of Accountability
 A growth based system of Accountability would measure aA growth based system of Accountability would measure a
studentstudent’s progress from year to year.’s progress from year to year.
 This gives even those students who may have started a gradeThis gives even those students who may have started a grade
level already behind an opportunity to continue on withoutlevel already behind an opportunity to continue on without
repeating grade levels.repeating grade levels.
 This eliminates the hole created by studentThis eliminates the hole created by student’s inability to take’s inability to take
standardized exams.standardized exams.
 As long as a student shows an adequate level of improvement,As long as a student shows an adequate level of improvement,
he/she should be able to progress educationally.he/she should be able to progress educationally.

40. Proposed SolutionsProposed Solutions
Evenly Appropriated Funds and OpportunitiesEvenly Appropriated Funds and Opportunities
 Students deserve the opportunity to play on a level field whenStudents deserve the opportunity to play on a level field when
everyone is being measured on the same scale, otherwise theyeveryone is being measured on the same scale, otherwise they
are set up for failure.are set up for failure.
 If the funds are evenly distributed amongst schools all studentsIf the funds are evenly distributed amongst schools all students
have the same learning opportunitieshave the same learning opportunities
 Money affects everything in this world, If you want to beMoney affects everything in this world, If you want to be
successful you must invest.successful you must invest.
 All students are in need for tutoring and technologicalAll students are in need for tutoring and technological
assistance in learning, but minority students are in even moreassistance in learning, but minority students are in even more
desperate need, because a great deal enter grade levels alreadydesperate need, because a great deal enter grade levels already
behind educationally.behind educationally.

41. Proposed SolutionsProposed Solutions
Differentiating InstructionDifferentiating Instruction
 Studies have shown that Minority students achieve moreStudies have shown that Minority students achieve more
in smaller educational environments.in smaller educational environments.
 Along with this change, we should strongly suggest theAlong with this change, we should strongly suggest the
use of manipulatives or possibly make it mandatory.use of manipulatives or possibly make it mandatory.
 The reasoning for manipulativesThe reasoning for manipulatives
 Kinesthetic LearnersKinesthetic Learners
 More testosteroneMore testosterone

42. ConclusionConclusion
 The No Child Left Behind Act is flawed and it has a majorThe No Child Left Behind Act is flawed and it has a major
negative effect on the progression of minorities.negative effect on the progression of minorities.
 Although unintentional,The NCLB is keeping a great dealAlthough unintentional,The NCLB is keeping a great deal
of minorities from achieving the American Dream.of minorities from achieving the American Dream.

43. Questions / CommentsQuestions / Comments