{[ promptMessage ]}

Bookmark it

{[ promptMessage ]}

Running head position paper 3 for the student success

Info iconThis preview shows pages 2–3. Sign up to view the full content.

View Full Document Right Arrow Icon
Running head: Position Paper 3 For the Student Success Act Education is a major concern for most American citizens. People are not only concerned with educational opportunities for themselves but also for their children. Through SAA States and its school districts would be financially responsible for their failing schools. School districts will have to carry the financial burden of low performing schools and try to bring them up to standards. States should not only be held accountable financially but with the federal government as well if they do not properly govern the low performing schools. State boards of education must analyze the data reported to them from the assessments and school districts to determine which school districts are not in compliance. The states may intervene with these school districts and may work more closely with them to bring the school up to standards. The federal government should not be responsible for low performing schools by sending additional funds to correct low performance. State Boards of Education should be held morally and financially responsible for low performing schools. Learning does not only start at school but in the home parents should seek other educational options for their children with their own resources. This is another program that could create a governmental dependency for families. The Student Success Act (SSA). SSA seeks to educate children past elementary school and high school. This act implies that the curriculum should not only be for current standards but preparing students for post secondary education and the workforce. Students need to be prepared for life and not just a yearly standardized test. The SSA planned to accomplish this by “meeting the educational needs of low- achieving children in our Nation’s highest-poverty schools; closing the achievement gap between high- and low-performing children, challenging States and local educational agencies to embrace meaningful, evidence-based education reform, while encouraging state and local innovation’’ (Kline, 2012)
Background image of page 2

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full Document Right Arrow Icon
Image of page 3
This is the end of the preview. Sign up to access the rest of the document.

{[ snackBarMessage ]}