How to Reform Public School Education System

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No Child Left Behind

The educational philosophy inherent in the No Child Left Behind program is a combination of the philosophy of Adler and of Holt, even though both are opposing. Adler's educational philosophy hold that public schools should serve the democratic ideal by implementing a uniform curriculum for all children, and this is evident in the No Child Left Behind standards adopted by public schools. At the same time, the philosophy of Holt is evident in the idea that each child is an individual and deserves special attention if struggling to ensure that the child's needs are being met and that a unique and individualized approach is taken for at risk students (Koonce, 2016, p. 23). Thus, No Child Left Behind takes both philosophies and attempts to make them work together as a single philosophical unit.

My stance on the issue is that No Child Left Behind does not work very well because of this. It is uniting two opposing approaches to education and is destined to fail. Schools are expected to show positive results, which encourages them to pass students along and overlook faults; but if schools are being serious and dedicated in the manner that Holt proposes to each individual student, there will be less signs of passing the standardized tests because each student will be getting special attention. Educators cannot have it both way; either there will be standardization in the classroom, and some left behind; or there will be unique and individualized attention and no guarantee of standardization.

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If I were head of education at the state or even at the national level I would make some recommendations about how to deal with the concerns of kids at risk, i.e., children raised in poverty, homes with abuse/conflict, learning disability/limitations, English as a second language, etc. My recommendations would be, first, that children be tested on what they can do and placed in classes accordingly: this would be a pre-placement test before they start the school year. It would be based on where children are expected to be by a certain age, whether they can read, write, speak, do math, spelling, etc. It would rank students according to ability and allow those who have special needs or who are behind in certain areas to be placed in those classes.

Second, the stigma of remedial learning or of being in lower classes would be removed, because it is not important where a child begins, so long as that child is being educated in a manner that allows him or her to develop the skills needed to improve. This could take a quite individualized approach to education, but it would also ensure that no one is belittled or made to feel inferior, which can bring negative energy into a school and cause children to become frustrated.

Third, I would see to it that Maslow's….....

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