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新西兰教育学作业代写:立法和教育
In my perspective, this legislation failed to provide better education especially for low-income and minority students. First of all, the actual transfer rate is much less than the eligible transfer rate. According to the data that collected from 2002 to 2003 over 10 poor districts in America, some of the transfer granted rate are even 10 times than transfer requests rates (Table 1). This comparation proves the ineffectiveness of the transfer school option provided by NCLB legislation. There are several reasons behind this data. Firstly, there is no data that shows a school can approve all the requests that need to transfer. Secondly, parents tend to let the children stay in the neighborhood school than distinct schools (2003). Thirdly, the NCLB transfer failed to provide affordable transfer school fees especially for the low-income family’s students to high academic performance schools. Fourth, there is limited number of schools that students can choose to transfer in urban areas. Lastly, all the policies, requirements and the number of performers are tremendous pressure to the local government both financially and mentally.The second solution that believes can close the achievement gap is dismantling tracking and providing the high-track curriculum to all the students (Kevin, 2005). Tracking curriculum is mixing all the students in classrooms instead of classifying students to various students depend on their grades. This tracking curriculum contains values, beliefs, and techniques that a student need. However, in the past, school and parents tend to believe that the curriculum will only benefit the higher-achiever because they can learn more and effective in the class under high-track curriculum (Harris, 2010). Besides, the way to implement the high-track curriculum is much simpler than low-track curriculum. There are many factors need to consider. Like the suggestions from the teacher, the academic performance, and the potential capacity a student has.
在我看来，这项立法未能为低收入和少量族裔学生供给更好的教育。首要，实践的搬运率远远低于契合条件的搬运率。依据2002年至2003年搜集的美国10个贫困区域的数据，一些转学同意率甚至是转学恳求率的10倍(表1)。这种比较证明了NCLB立法所供给的转校园园选项是无效的。这些数据背后有几个原因。首要，没有数据标明校园能够同意一切需求转学的恳求。其次，父母更倾向于让孩子呆在附近的校园而不是不同的校园(2003)。第三，NCLB转学未能供给负担得起的转学费用，特别是对低收入家庭的学生转到成果优异的校园。第四，在城市区域，学生能够选择转学的校园数量有限。最后，一切的方针、要求和表演者的数量都给当地政府带来了巨大的财政和精神压力。第二种解决方案是消除盯梢，并为一切学生供给高盯梢课程(凯文，2005)。追寻课程是将一切学生混合在教室里，而不是依据他们的成果将学生分红不同的类别。这个追寻课程包含了学生需求的价值观、信仰和技巧。但是，在过去，校园和家长倾向于以为课程只会使高成果者受益，因为他们能够在高轨迹课程下的讲堂上学习更多和更有效(Harris,2010)。此外，高轨课程的施行方法要比低轨课程简略得多。有许多要素需求考虑。比方老师的建议、学习成果和学生的潜力。
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