The No Child Left Behind Act: Impact on the Assessment of Special Educa

The No Child Left Behind numeral Impact on the Assessment of Special Education StudentsThree years after the No Child Left Behind Act (NCLB) moved into our give instructions there is a great deal of controversy that questions whether the act implemented by prexy George W. Bush is helping or hurting an already suffering school system. There are many dimensions of the NCLB act that have been questioned over the sometime(prenominal) three years the fair assessment of students with disabilities is one of them. As the national Center for Fair & Open Testing (NCFOT) reported, the public relations verbal expression of this act is strong. However, all other areas of the new law are falling short of meeting their goals. In an annual report card authentic by the NCFOT in 2005 accountability was rated with a ?D? and high-quality assessments with an ?F?. They save explain that Bush?s act encourages the use of commercial scrutiny where they should be using classroom based assessments. A lso, the accountability is somewhat guide and can cause schools that are moving forward to turn into test-prep schools (NCFOT, 2005). go this report card focuses on how the NCLB act affects all subgroups in program line, it is grand to look at one group in particular the particular education students. President Bush?s NCLB act is forcing specific education students to perform on statewide assessments that are above their intelligence take aim and are often requiring them to pass the assessments in order to receive a high school diploma. This often causes drillers, such as Lindley Corcoran, a particular(prenominal) education teacher at Sheppard Pratt private school for students with severe disabilities, to teach to the test rather than teach practical functional skills which she believes will be ... ...ting Office. Fair Test. (2005). The National Center for Fair & Open Testing. Retrieved from http//www.fairtest.orgGoldhaber, D. (2002). What might go wrong with the accounta bility measures of the ?No Child Left Behind Act?? The Urban Institute.Improving accountability for limited English proficient and special education studentsunder the No Child Left Behind Act. (2003). upper-case letter Area School Study Council. No educator left female genital organ Testing special education students. (2003). Retrieved March 18, 2005, from http//www.education-world.com/a_issues/NELB/NELB025.shtmlOlson, L. (2004). Data show schools qualification progress on federal goals. Education Week,24, 24-28. Retrieved from http//www.edweek.orgTomes, H. Ph.D. (2004). In public matter to Are we really leaving no child behind? American Psychologist, 35, 31-35. Retrieved from www.apa.org