Why Is "Every Student Succeeds Act" Worthless Argumentative Essay

📌Category: Education, Learning
📌Words: 927
📌Pages: 4
📌Published: 06 September 2021

The background of “Every Student Succeeds Act” is based on the foundation grounds of the “Elementary and Secondary Education Act,” that President Lyndon Johnson has created a revolution among the “War on Poverty” (McLaughlin, 1975). This law has pushed the subject of Education in the front of the line of the limelight to gain serious attention towards poverty as well as to focus on giving excellent quality access to all schools (Jeffery, 1978). As promised, the act was o; purposed to grant to support experienced teaching, with instructional materials, resources that promote academic programs, and urging parental involvement. The act was signed into law on April 9, 1965, and its policies were in the effect for the next five years. In the modern-day, the policies have been switched several times in a few decades. “Every Student Succeeds, Act is worthless.”

A reason why I believe the “Every Student Succeeds Act” is worthless is that it erases the requirement to uphold standardized reporting throughout the year about testing scores that look over reading, writing, and math that causes students to perform at their best level of well-qualified state of mind. Also, the directors of every school board of education are not being held accountable for the poor test score within every state that which the federal government has to uphold. Again, (ESSA), has taken the responsibilities of the federal government to each state given to people that are not certified to instruct on what is the betterment for all. In fact, In (ESSA) there is not any Flexibility when it comes to testing because in Columbus, Ohio the administers, some teachers, and some parents are angered when it comes to the reporting process that has a short deadline to meet will not change likely from the policy has changed several times in a decade.

Another reason why I believe that the “Every Student Succeeds Act” is worthless; because schools be forwarding false information to report to cover low test scores even when parents are trying to help, but some schools do not have the best resources. Furthermore, the state test ninety- five percent and intervene the poor scoring schools, and then classrooms choose the students that thing would do well on the test to sabotage the results to appear that underperformance schools are showing signs of progress.

Equally important, when school gets shut down because the (ESSA) the special needs gets impacted the most disastrous way. Results of the district are as follows in the state of Chicago school system they had to close up to fifty elementary schools for a reason not meeting the prerequisites of (ESSA) African Americans were ninety percent of the communities of the education system and what is even more horrible than certain schools had sixty percent of its focus on special needs students.  Moreover, a reason I disagree with (ESSA) is that the policy believes that special needs, students with speaking English having the greatest problems to succeed and came to a solution to say that they build charter schools rather than hiring a variety of well-seasoned professional teachers that have more than an associate degree but a master degree or a bachelor degree, have teachers that have special certification to teach disabled children and have bilingual teachers that have special training to be prepared the better scores to close the gap.

Besides that, schools are getting paid off the charts for pushing common core standards rather than the United States schools boards presenting to the secretary of the United States how common core is parallel to college and career is to alignment our children to a perfect future. But their adjustment is waivered by ignoring the Original “Elementary and Secondary Act” that stand for what ’Title 1’ explains that the Federal funds were supposed to be used for is hiring experienced professional instructors, create programs to help the student body to excel; and to have the top quality material to make sure that every student in math, reading, writing level would close the gap between rich and poor.

Further, (ESSA) oversteps the tenants of the American government in byways of improper processing which means nobody does know what is (ESSA) in meaning congress voting something without civilians having any Knowledge of the deeds being done for our children future. And it is a wasteful use of influence that carelessly just sign on something that carries not just money values but a generational cycle of a bitter state of affairs that leads to an oppressed, frustrating end that can be changed if people could open their mouths to better the system. 

Again, within (ESSA) it causes the system to become the parent which means the school board would decide what is best for the child that is not theirs, which a parent should not let happen in the first place.

Next, (ESSA) allows the government to expand its arms in daycare and put a barrier around work-seeking parents, and award no job seeker parents with free child care because of the “Child Care Development Block Act.” Yet, times have had been hard for many with job support and money has been scarce all over the world, but there are still jobs that are hiring. So, I believe that everyone should show some type of consideration towards paying for child care rather than giving free care towards people that put no effort to purposely prepare their child care.

In conclusion, “Every Student Succeed Act,” has left the purposes of when President Lyndon B. Johnson was trying to wage war on poor education habits and poverty; through balancing our children on the “Elementary and Secondary Act.”

Work Cited

Elementary and Secondary Education Act of 1965. Retrieved July 12, 2021, from https://socialwelfare.library.vcu.edu/programs/education/elementary-and-secondary-education-act-of-1965/

Gaille, Louise. “15 Pros and Cons of the Every Student Succeeds Act (ESSA).” Vittana.org, 20 Aug. 2019, vittana.org/15-pros-and-cons-of-the-every-student-succeeds-act-essa.

Poiner, Jessica, et al. “Testing Flexibility under ESSA: A Primer on the Pros and Cons.” The Thomas B. Fordham Institute, fordhaminstitute.org/national/commentary/testing-flexibility-under-essa-primer-pros-and-cons.

Truthinamed. “Top 12 Concerns About Every Student Succeeds Act (S 1177 & HR 5).” Truth in American Education, 2 Dec. 2015, truthinamericaneducation.com/elementary-and-secondary-education-act/top-12-concerns-about-every-student-succeeds-act-s-1177-hr-5/.

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