POLICY RESEARCH PROPOSAL 1

K-12 School Turnaround Policy (Alabama)

Author

Name of School

Date
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K-12 School Turnaround Policy (Alabama)

The then president of the United States, Bush commissioned a new statute that was to

facilitate and see to it that only those tutors that guaranteed high quality of delivery to learners,

teachers that met all the set standards were providing service in the government funded

institutions of learning (Coleman, & Reames, 2020). And that was ensure that all the students get

served well. The no child left behind policy, targeted specific group of students among them

included; the disabled learners, the individual students that re known to emanate from states or

nations with a depreciated level of income, those from the ethnic groups that are considered as

being the minorities. As such, this article purposes to examine the policy, identify the

sovereignty of the policy as well as elaborating on the act.

This particulate law needs that levels have to be marked of the detailed information that

learners need to get exposed to; know together with learning.it goes on to discuss the assessment

section, where instead of examination results being categorized as either pass or failure which

has been termed to cause demoralization to numerous students. It come up with a suggestion that

assessment outcomes needs to group learners into the three categories which are the elemental

performer, skilled and the dynamic learner (Backstrom, 2019). These are terms which are

believed to have a less demoralizing effects that may destroy the confidence of a student

compared to the normal identifications they are given.

Another suggestion that has been fronted by the policy is a proposal that aims at

regulating the manner in which the outcome or result of the assessment ought to be handled. The

policy calls out that result needs to be reported in public open way. Farther more authorities are

required to ensure that they ensure that learners are producing high standards of understandings

in the disciplines that entail the exemplary display of skilled level in mathematics and the
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reading. Generally aimed at ensuring that these two disciplines get integrated into each and every

student, with the set time limits of the year 2014 (Heller, 2019). Also the qualifications that

tutors are required to attain before being allowed to handle students have been articulate very

clearly for all hat would be interested in being tutors the state. All tutors to have a minimum of

college degrees for them to be certified and allowed into classrooms or any particular sessions of

teaching. this is in addition to the state initiative of having all the teachers registered and a valid

record of them kept for certification before they can be allowed into teachings.

In a situation where after an elaborate period of not more than two years an evaluation

into an institution was conducted and its noted that there are considerable amount of

improvements have been instigated in making the performance of the student more improved and

better, then the recommendations are to be made on that school which does tag the school as an

institution that require massive improvements.

However, there are numerous questions that have already been brought up in regards to

whether the policy has really been instrumental in any way to the improvements of the student

performances. Many scholars have ascertained that they have indeed note some improvements in

the performances of the students, but it’s still not clear if these good outcomes are due to the

application of this policy (Whitney, & Candelaria, 2017). However other researchers and

scholars have not been shy to state contrary views of the policy and the happenings around the

learning institutions. They have labeled the attainments a being fraudulent as tutors are only

focusing on training the learners on the materials that they will likely be testing on. This is a

trend that is likely to cap the mentality of the learners and will reduce the scope of how they see

ideas. Also putting in mind that the tests keeps on changing over the time and the ones done by a
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previous lot may not be same to that done today, makes it difficult to put on a comparison study

between different groups as the data cannot be substantiated hence unreliable.

The methodology employed in the process of teaching has also been heavily criticized as

being ineffective and unrealible.to prove this a few institutions in the area where there are no

sufficient supply of resources to fit all the high demand size of the learners have been used. In

the cases that involves teachers being forced to take on subjects that they are not specialists in

since there are no those that have skills of teaching those specific disciplines (Holbein, & Ladd,

2017). This is with no doubt likely to greatly bring down the quality of the education that is

offered. All this is viewed to have been attributed to the fact that amount of financial support that

has been directed towards this program is not enough to meet the demand of this policy. Farther

there are introduction of other policies whose operations tends to undermine and pose

competition for resources with this policy.

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Reference

Backstrom, B. (2019). School Turnaround Efforts: What's Been Tried, Why Those Efforts

Failed, and What to Do Now. Nelson A. Rockefeller Institute of Government.

Coleman, L. B., & Reames, E. (2020). The Role of the Educational Leadership Program

Coordinator (PC) in University–K-12 School District Partnership Development. Journal

of Research on Leadership Education, 15(4), 241-260.

Heller, R. (2019). Making sense of education policy at the state level: A conversation with Sara

Dahill-Brown. Phi Delta Kappan, 101(2), 37-41.

Whitney, C. R., & Candelaria, C. A. (2017). The effects of No Child Left Behind on children’s

socioemotional outcomes. AERA Open, 3(3), 2332858417726324.

Holbein, J. B., & Ladd, H. F. (2017). Accountability pressure: Regression discontinuity estimates

of how No Child Left Behind influenced student behavior. Economics of Education

Review, 58, 55-67.