No Child Left Behind: Statistics

http://people.smu.edu/kpowers/graph.gif

This will help with my argument by showing what was promised in the NCLB Act and what actually was acheived.

The final graph will help in showing the overall progress shown over the years in a state's school assessment.

http://www.weac.org/Graphics/2005-06/june06/edfunding.jpg

http://www.heritage.org/Research/Education/upload/b1987chart_2_lrg.jpg

This graph will help me in that it shows the federal spending towards education and exactly the results of reading scores over the years for different age groups in comparison to the amount being spent.

http://www.mcps.k12.md.us/about/strategicplan/annualreport/goal1/images/g1m1dp1.gif

Dumbledore is GAY! So, is this bad?

This image indicates an argument dealing with the sexual orientation of Dumbledore. It looks down on the fact that he's gay and even makes fun of the fact. This negative outlook is being taken in a rather comical way.

Yes, it's nice that gays finally got a major character in the sci-fi/fantasy universe. Until now, we had been shut out of the major franchises. J.R.R. Tolkien wrote a rich supply of homoeroticism into The Lord of the Rings--all those men and hobbits and elves singing to one another during long, womanless quests. The books and their film versions feature tender scenes between Frodo and Samwise. But in the end, Sam marries Rosie and fathers 13 children. Thirteen! Got something to prove, hobbit?

So along comes Rowling with Dumbledore--a human being, a wizard even, an indisputable hero and one of the most beloved figures in children's literature. You’d think his being gay would be met with great cheer. However, this picture shows how some have taken it in a negative way.

The main reason for all this negativity, other than anti-gay feelings, is the fact that it was not brought out by Dumbledore himself. Never in the books did it mention his sexual preferences nor was his orientation ever even questioned. His being gay is taken as random and almost without serious consideration what so ever. Rowling’s “coming out” for Dumbledore was, without question, unforeseen and not expected.

As far as we know, Dumbledore had not fully realized romance in all his 115 years--just a lifetime spent around children and, for the seven years we know him, a fascination with the boy Potter. The photo indicates how pathetic and frustratingly stereotypical this is. It's difficult to believe someone as wise and sane as Dumbledore couldn't find at least one wizard his age to take to the Three Broomsticks.

This argument focuses on an pathos appeal. It draws on your emotions to feel for the woman who is suffering to agree with the message of ending domestic violence. The claim of the argument is mainly that abuse is wrong and that it should be stopped. This argument creates a pity for the suffering shown in the picture. It captures the audience's human nature of caring to persuade the audience to agree that ending domestic abuse is important.

Articles: NCLB

Carnevale, Anthony P. “No Child Gets Ahead.” Education Week: 9/26/2007, Vol. 27 Issue 5, p40-40, 1p, 1c

The author reflects on statistics that show a decline in academic achievement of children in working class families while in high school. The Early Childhood Longitudinal Study found that more than one million students from families making less than $85,000 annually who are in the top of their class in grade school, fall off the college track in high school. The way in which the author feels the U.S. No Child Left Behind Act hinders school standards is discussed.

Klein, Alyson and David Hoff. “Union Assail Teacher Ideas in NCLB Draft.” Education Week: 9/19/2007, Vol. 27 Issue 4, p19-20, 2p

The author reports on a lobbying campaign by national teachers' unions to not have teacher bonuses tied in with student test scores. The article discusses the National Education Association being in Washington, D.C. while the U.S. House Education and Labor Committee discussed the No Child Left Behind Act, in which the teacher bonus system is part of.

Hoff, David J. “Provision on Tutoring Raises Renewal Issues.” Education Week: 10/10/2007, Vol. 27 Issue 7, p18-19, 2p

The article presents information on the U.S. No Child Left Behind Act (NCLB), which is being reviewed for reauthorization in 2007. Among main points of discussion related to federal financed tutoring are eligibility for free tutoring services, evaluation of private and nonprofit providers of tutoring, and compensatory education fund expenditure requirements. Viewpoints of supports and opponents of the tutoring issues is included, as is information on other aspects of NCLB under discussion.

No Child Left Behind: Articles 'n Such

Lister, Gary. "Education is Not Like Fast Food." Editorial. American School Board Journal Nov. 2007: 54.

The author argues that there is no such end-all, do-all and be-all solution for educational problems, contrary to what the promoters of the U.S. No Child Left Behind Act or other standards claim. He says that despite an unspoken corporate vision of universal sameness, and despite considerable investment in professional development, education, and training, differences exist.

Moscinski, Dave. “Proficiency for All?” Editorial. American School Board Journal Nov2007, Vol. 194 Issue 11: p28-29, 2p

The author reflects on how he learned to stop complaining and learned to appreciate the U.S. No Child Left Behind (NCLB) Act. Initially, he did not like the NCLB policy, calling it a federal attempt to privatize public education with subgroup goals that were statistically impossible to attain. After carefully examining the Act's basic tenet of proficiency for all, however, he realized that it is not that bad after all. He shares his top 10 lessons for helping schools reach the goal of proficiency for all.

Bush, George W. "Remarks on the No Child Left Behind Act in New York City." New York. 26 Sept. 2007.

This article presents the text of a speech by U.S. President George W. Bush, delivered on September 26, 2007 in New York City, in which he discussed about the No Child Left Behind Act.

Education Progression Management: Take It to the Polls

Do you believe all students should have excellent schooling available to them?

Do you believe all schools should be subject to state control should their students fail to meet state academic goals?

Should tutoring be available to students unable to meet academic goals?

Should entire teaching staffs be replaced at the failure of meeting academic goals?

Do you believe standardized testing adequately measures the progress of academic skills?

Tattoos for Everyone!

http://usatoday.com/news/snapshot.htm?section=M&label=2007-10-26-merger
(I was unable to copy/paste or upload the actual graph so this link will take you to it. Go to “Life” and click the arrows until you’re on 7/20.)

Who’s Tattooed by Age:
18 – 29: 36%
30 – 39: 24%
40 – 50: 15%
- Almost 1 in 4 adults ages 18 to 50 has at least one tattoo.

By Anne R. Carey and Keith Carter, USA TODAY
Source: northwestern.edu


Claim 1: A greater amount of younger adults get tattoos than older people.

Support for Claim 1: The statistical graph shows the greater percentage of those with at least one tattoo lie in the age group of 18 to 29 year old adults. This age group is the younger ages compared to the other age blocks; that is 30 to 39 and 40 to 50.

Claim 2: Older adults don’t like tattoos.

Support for Claim 2: The lower amount of older people (ages 40 to 50) with tattoos is lowest in comparison to the younger and middle age groups. This can be interpreted as an effect of the dislike of tattoos in the age group.

Claim 3: Most adults do not have a tattoo.

Support for Claim 3: As stated in the overall statistic the graph reveals: Almost 1 in 4 adults ages 18 to 50 has at least one tattoo. This means that out of four adults from ages 18 to 50, three do not have a tattoo. From this, one may say the majority of adults do not have a tattoo.