Reflecting On My Inquiries

The process of preparing the inquiry project that was assigned in the Public Purposes of Education class has led me to look at different avenues of research. I have done the more traditional research that I am more familiar with, as well as other forms like interviews and surveys. I suppose this is where the ‘inquiry’ aspect comes in. All of this research was to be done with a purpose. In my case, that purpose was to expose the long-term effects of No Child Left Behind.

Of the many things I have learned while looking at the subject, the first and most lasting impression is that this piece of legislation is highly debated and controversial. Another thing is how, still, many people, including teachers, are unaware of all of the principles and implications of NCLB. I understand that although the concept of NCLB stands in a good place as far as what it hopes to accomplish, it is still a work in progress and it is far from being close to its original objective. If this law is to remain as the blueprint for a system of educational accountability, it needs to be seriously revised.

For starters, the view that all children across the United States need to be in a similar state of accomplishment and development may be flawed. It has been proven that even children of similar backgrounds and geographic locations develop in different ways. Also, the notion that we MUST achieve 100% achievement in test scores might be just too ambitious. While it would certainly be wrong for me to underestimate the capabilities of children across the country, I, as well as others that I mention in my report, am aware that it is a goal that leaves out the unforeseen variables that are present in the formation and development of students throughout their educational history. Test scores are no exception to this. If you consider the fact that not all students are natural and “good” test takers. Looking at all these things, it might not seem fair to base a student’s entire educational history on weather or not he or she can pass one test.
Perhaps the biggest thing that I have learned is that the area of education is a ‘touchy’ subject. In reference to NCLB, there seems to be more questions than answers, and no one is willing to step up and propose something that might remotely challenge the preconceived notions of what should be the purpose of education in our democracy.