Download Promises and Pitfalls of No Child Left Behind in the Philippines Educational System and more Thesis Advanced Education in PDF only on Docsity!
CHAPTER I
The Problem and It’s Background
Introduction
The fundamental underlying principles of the No Child Left Behind (NCLB) Act of 2001 focus on holding all learners to high standards of learning and instruction, and in turn, increasing academic achievement of all identified subgroups in the K-12 population. One of these subgroups is the growing population of language minority (LM) learners—those students for whom English is not the primary language of the home (see below for technical definitions). In contrast to the historic lack of emphasis on tracking the achievement patterns of all LM learners and ensuring their academic growth, one of the significant benefits of NCLB has been an increase in awareness of the academic needs and achievement of this population; schools are now accountable for teaching English and content knowledge to these learners. There is little disagreement about the spirit of the law as it relates to LM learners, that is, to ensure that states and districts meet these students' academic needs. However, as with any law or initiative, finding an approach to implementation that ensures that intended benefits are achieved can be difficult. In the specific case of NCLB, with its presumption that test-based accountability (across subgroups of learners who differ in important ways) is the motor for educational change, the issues of valid and equitable implementation are challenging.
The policies imposed by NCLB have indeed raised awareness of the needs of LM learners and the challenges of teaching English and content knowledge to them. However, the policies currently in place fall short in ensuring that all LM students benefit, and risk disadvantaging LM students and misleading schools and districts about their accomplishments and needs. There are at least two specific ways in which NCLB has a very significant impact on the education of LM Learners. The first is through the procedures for categorizing LM students for purposes of disaggregation and achievement monitoring, and for identifying the proportion who will receive specialized support for language development. These procedures warrant considerable attention and refinement if they are serve LM learners optimally. The second relates not to the population of LM learners itself but to the instruments that are used to assess and monitor both their language development and their academic progress in content areas such as mathematics, science and English language arts. Underlying these two issues is the basic problem of how to define the population. But specifically in this research, the main problem is to know the impact in School and also the perceptions of the Teachers and Students about NCLB.
The researchers choose the implications of “No Child Left Behind” (NCLB) in the School settings in the Philippines, Teachers, and to Students specifically the promises and pitfalls of it, thus, studying the impact of this policy we also know what would the possible strategy in implementing this act in our school setting.
depending on what the Government states. The study will provide effective guide in planning making decisions, formulating policies and in the implementation of school programs to improve the performance of every child.
Curriculum Planner. The study will be a guide to school administrators to make policies necessary for the policy “No Child Left Behind.”
Teachers. They can create the course materials to be taught and then enforces it. Pedagogy is usually the different way a teacher can teach. It is the art or science of being a teacher, generally referring to strategies of instruction or style of instruction particularly for the policy “No Child Left Behind.”
Students. Learners have different way of absorbing information and demonstrating their knowledge. They could probably identify the necessary core skills and values required to cope up in the society and not to be left behind.
Future Researchers. The present study can be a guide and reference in their future study on “No Child Left Behind.”
Theoretical Framework
No Child Left Behind, according to Andrew Kirschner, offers only a partial examination of a child’s value while the educational community believes teachers should education the whole child rather than a fraction of the child’s potential. No credit is given to singing, dancing, drawing, speaking, problem solving, building, or playing an instrument even though many students will build a career using these talents as Kirschner explains. Student can do a variety of noteworthy charitable and kind acts, but in the eyes of education only tests matter. The testing procedures that followed the Act have negatively impacted the teachers’ interest in teaching and students’ engagement in learning. The students are factories with no energy or creativity from teachers as they spit out what they are told to teach from politicians who think they know what students need. As many would agree, the politicians who authored and supported this law failed trying to keep students from failing.
Figure 1: Education reform as a genre system based on the Tyack and Cuban (1995) model. NCLB is the policy action where the educational problem in USA solved by the changes in the Assessments, Curriculum, and Teacher’s training.
Figure 2: Education plays an important role in everyday life whether formal or informal learning takes place as it teaches us survival skills,
Educational Sytem. Formal education is the hierarchically structured, chronologically graded 'education system', running from primary school through the university and including, in addition to general academic studies, a variety of specialized programs and institutions for full-time technical and professional training K-12 and tertiary education from colleges are characterized as formal education. This does not include the informal education in the Philippines learned from daily experience and the educative influences and resources in his or her environment.
Implications. The conclusion that can be drawn from something although it is not explicitly stated. Student performance in other subjects (besides reading and math) will be measured as a part of overall progress, Supports early literacy through the Early Reading First initiative and Emphasizes reading, language arts, mathematics and science achievement as "core academic subjects.
No Child Left Behind Policy. To get a decent education is one of the fundamental rights of every citizen. Thus, Section 1, Article XIV of our Constitution imposes upon the State the responsibility to "protect and promote the right of all citizens to quality education at all levels" and "take appropriate steps to make such education accessible to all". To ensure that the fundamental right of a child to quality education is protected, this bill aims to promote compulsory education for children of compulsory school age, providing only for limited special circumstances for exemption, directing the local government units, particularly in the barangay level, to be directly involved in the monitoring of the education of children under their areas of jurisdiction
and the Department of Education to formulate the necessary curriculum for learning.
Pitfalls. A hidden or unsuspected danger or difficulty. Philippine conservative and liberal critics have argued that NCLB's new standards in federalizing education set a negative precedent for further erosion of state and local control. Libertarians further argue that the federal government has no constitutional authority in education, which is why participation in NCLB is technically optional. They believe that states need not comply with NCLB so long as they forgo the federal funding that comes with it.
Promises. A declaration or assurance that one will do a particular thing or that a particular thing will happen. Assure someone that one will definitely do, give, or arrange something; undertake or declare that something will happen. Increases the quality of education by requiring schools to improve their performance.
Review of Related Literature
The researchers gathered information on relevant studies and literature on No Child Left Behind (NCLB) from several local, national and foreign publishers.
learning facilities; Promote compulsory education and provide only for limited special circumstances when children of compulsory school age would not be required to attend school; Provide a system for the monitoring of children of compulsory school age and ensuring that they enjoy the benefit of having the opportunity to be educated; Ensure that the schools and other facilities of learning are able to reflect the values of the community by allowing the teachers, learning facilitators and other staff to have flexibility in servicing the needs of the learners.
Every child in the Philippines will now have the chance to be schooled. This is the vision of Department of Social Welfare and Development (DSWD) and Department of Education (DepEd) as they launch Kariton Klasrum with the theme Katropa, Edukasyon at Kalusugan Mo’y Sagot ko! Sakay na sa Kariton ng Pagbabago!
As an alternative delivery mode of education, Kariton Klasrum aims to reach street families and out-of-school children who are beneficiaries of the Modified Conditional Cash Transfer (MCCT), an offshoot of the Pantawid Pamilyang Pilipino Program, a human development program of the national government. Through combined efforts, DSWD and DepEd hope to reach and educate every child in the country through traditional and alternative learning systems so that no child will be left behind. The project initially targets more than 3, identified street children in Metro Manila. Kariton Klasrum is made possible through a partnership with the Dynamic Teen Company (DTC), represented by CNN Hero Efren Peñaflorida, and other Civil Society Organizations.
DTC also hopes to lead, train, and develop the youth to enable them to become good, productive, and responsible citizens. They hope to accomplish these by providing youth awareness projects, talent enhancement programs, self-development activities, and community
services. Their objective is to introduce the concept of youth importance, self-understanding, and teen moral value ( http:// www.officialgazette.gov.ph/2013/04/18/dswd-deped-no-child-will-be-left- behind/.)
In an article, entitled, The No Child Left Behind: Education in Crisis in the Asia-Pacific Region , discusses the recent humanitarian crises that have pushed more than 8.7 million children out of school. According to the article, in the Philippines between year 2010 and 2012, there were at least 43 incidents involving damage, destruction or occupation of education facilities, placement of landmines and unexploded ordinances near schools, and violence or threats of violence against students and teachers. Schools were attacked by the Armed Forces of the Philippines and its associated auxiliary force, by the Mindanao Islamic Liberation Front, by the New People’s Army, and by the Abu Sayyaf Group. At least 14 teachers were killed, and three students were abducted. In the Philippines between 2010 and 2012, the UN recorded at least 56 incidents of schools being used by military forces. For periods of a week to more than a year, schools were used as temporary barracks and military bases, as weapons and ammunition storage and as accommodation for troops. In 2013, a splinter group of the Moro Islamic Liberation Front used an elementary school as a defense posture, holding approximately 1500adults and children hostage, and abducting nine teachers in the course of their retreat.
In addition to the issue, an eleven-year-old Ann Mae and her family lost everything when their home was destroyed by typhoon Haiyan that struck the Philippines. Her school was also badly damaged, with the roof completely destroyed. Typhoon Haiyan in the Philippines in 2013 damaged more than 3000 schools. Throughout the affected areas, schools were closed for an average of 13 days. Typhoon Bopha
light. It doesn’t mean that, that student is left behind he/she is stupid or dumb. But, he is smarter than the rest knowing that he/she is still not prepared for what lies ahead and must equip him/herself. The process of being educated should not be skipped or accelerated, because every step is essential for the child’s growth towards the light (Tumlad, 2019).
In the article, entitled, What else must be done to improve our educational system? (2017),insisted on a no child left behind policy where in the teachers have to give extra attention to the less motivated, less able students, since the more motivated ones can actually learn on their own without much prodding – they only need to be given more challenging work using, say, an adaptive-learning technology.
According to Mateo and Elevado (2016), with up to 400, Filipino youths feared to have dropped out of the education system upon implementation of the senior high school program, incoming education secretary Leonor Briones vowed to strengthen government efforts to ensure that no student is left behind. During the school opening on Monday, Luistro admitted that between 200,000 to 400, completers of Grade 10 (formerly fourth year high school) are estimated to have chosen not to proceed to senior high school, which began implementation this year under the K to 12 program. The Department of Education (DepEd) expects that from over 1.4 million students who completed Grade 10 last March, more than one million will enroll in one of the over 11,000 public and private senior high schools.
Both Briones and Luistro said the dropout figure is still lower than the data prior to the implementation of senior high school, which saw around half of high school graduates deciding not to proceed to
college. Luistro ordered school principals to track down the students who have yet to enroll in senior high school, saying the DepEd aims that 80 to 90 percent Grade 10 completers would proceed and finish the additional two years in basic education.
Briones also noted that the government should strengthen the provision of alternative learning methods to reach out to those outside the traditional system. She added that the alternative learning systems should be implemented to cater to those who are not in the traditional education system of the country. While education officials say the number of dropouts is lower than in past years, various groups maintained that one student forced to quit is one too many.
Public education for every child was an American idea, but it has always been a local and state responsibility. Even when Congress passed the Elementary and Secondary Education Act 50 years ago, the intended federal role was limited but clear: ensuring equal opportunity. The act provided federal resources for states to level the playing field between schools in wealthy and poor districts. However, its 2002 reauthorization, which became known as No Child Left Behind, took the law off track by mandating that all students hit arbitrary scores on standardized tests instead of ensuring equal opportunities. Under No Child Left Behind, accountability has hinged entirely on standardized test scores, a single number that has been used to determine whether students graduate or teachers keep their jobs (Garcia and Thornton, 2015).
The No Child Left Behind Act (NCLB), which passed Congress with overwhelming bipartisan support in 2001 and was signed into law by President George W. Bush on January 8, 2002, is the name for the most recent update to the Elementary and Secondary Education Act of 1965. The NCLB law 0 01 F—which grew out of concern that the American
improvements in their academic progress. NCLB is the most recent version of the 1965 Elementary and Secondary Education Act. Under the U. S. constitution, states have the primary responsibility for public education. However, if states want to receive federal NCLB funds, they must agree to the law's requirements to:
- establish learning standards, that is, statements of what children in that state should know and be able to do in reading, math and other subjects, at various grade levels;
- create annual assessments (standardized tests, in most states) to measure student progress in reading and math in grades 3- and once in high schools;
- set a level (cut-off score) at which students are considered proficient in tested areas; and
- reports to the public on what percentage of students are proficient, with the information broken down by race, income, disability, language proficiency, and gender subgroups.
The goal of the law is that all students will score at the "proficient" level in reading and math by 2014. States set annual targets for the percentage of students scoring proficient with the final goal of 100% proficiency by 2014. Each year, students in every subgroup must reach the target (https://www.fairtest.org/what-no-child- left-behind-law,).
The No Child Left Behind measure has further strengthened and suggests that differentiated instruction should be used so that all subjects are subject to learning, their level of learning varies. That
means the teacher will make a difference and use the strategy to reach every student with equal knowledge (Manalo, 2016).
As schools and school systems continue to try to meet the expectations of NCLB, teachers must adjust their instruction based on student data. Instructional strategies will need tobe prioritized based on how students are performing on formative assessments. Administrators will need to support teachers by providing a balance of pressure and support. Although the expectation that all students must reach 100% proficiency by 2013-2014 may seem unrealistic to some, they must continue to expect all students to achieve at high levels (Scott, 2011).
According to Mertler (2010), salient findings revealed that teachers believe NCLB is having negative impacts on instructional and curricular practices, including higher levels of stress related to improving student performance. Teachers reported several changes in how they assess students. Significant group differences were found, particularly on the resultant components of Student Test Preparation and Instructional Changes.
Teachers support the principle that all students should be taught by “highly qualified” teachers. Many applaud this provision of the No Child Left Behind Act because it has helped to focus national attention on the need both to improve teacher quality and to create the incentives and conditions for skilled teachers to work in schools serving high percentages of disadvantaged students (Berry,2007). However, according to the majority of teachers who responded to recent surveys, the responses to the “highly qualified” teacher requirement in NCLB have not produced consistent improvements in instructional quality (for example,Berry, 2007; Sunderman, Tracey, Kim, and Orfifi eld, 2004). One reason is that NCLB gives states considerable discretion in
Teachers in focus groups were critical of decisions by some urban districts to staff difficult-to-fill positions with long-term substitutes. Since substitute teachers are not subject to the “highly qualified teacher” requirement, these actions allow districts to satisfy the nominal requirements of this provision of No Child Left Behind while violating its spirit. Unfortunately, there is no evidence on the frequency with which districts employ this subterfuge, on the extent to which it disproportionately affects disadvantaged students, or on its effect on the achievement of affected students.
How do students and educators perceive the No Child Left Behind law and its impact? Harriman (2005) reports on structured interviews with 15 staff members K-12 and 37 middle level students in a small, northeastern coastal community. The responses of students included three themes: fairness to subgroups, student effort and self- determination, and apprehensions about changing schools. Issues identified by teachers, special educators and administrators included: desirable effects of accountability; concerns about fairness to students with disabilities and diverse learning needs; conflicts between state and federal requirements; and negative effects on teaching, learning and allocation of resources. Most respondents recommended that the law be amended to achieve the original intent. Of particular relevance to special educators in small or rural schools is the overall challenge identified by educators of finding time to balance the often apparently competing demands of existing initiatives such as individualized instruction, curriculum of place, community involvement, and development of functional skills, with the additional bureaucratic and assessment related demands required by No Child Left Behind.
Another educational research, conducted by Fusarelli (2004), with its overriding emphasis on accountability, testing, sanctions, rewards,
and public school choice, the No Child Left Behind Act of 2001 (NCLB) raises both the hopes and fears of educators concerned with the impact of the legislation on minority groups, on multicultural curricula, and on equity issues within public education. Drawing on evidence from state-level systemic-based accountability initiatives, coupled with a detailed analysis of the legislation itself, this article assesses the potential positive and negative effects of NCLB on diversity, multiculturalism, and equity issues in schooling. After examining the strengths and weaknesses of the legislation, this article concludes that the promise of NCLB to enhance equity and opportunity by reducing the achievement gap will likely remain unfulfilled due to insufficient funding and an overly simplistic definition of the achievement gap.
Chapter II Presentation of Data
This chapter presents the findings of data gathered from the interview to the teachers and observation by the researchers to the learners and gathering information through internet.
- What is the impact of No Child Left Behind in Philippine Setting?
In the Philippine setting we have a senate bill with the title: A No Filipino Child Left Behind Act of 2008 under Senate Bill 2366 and introduced by then Senator Manny Villar. Our senate is concentrating on how education can reach to those children without the capacity to go to school. In this act ensure that education is provided to all children because we have a high percentage of children not finishing
