According to Paulo Freire (1999), humans are not prescriptions of life; they are the actions and reflections of life. Life cannot be controlled with prescribed established formulas. So, members of life will succeed only when they are able to collaboratively consider and use individuals' ideas, skills, talents, and expertise to face life's countless challenges. Similarly, this article, in response to the No Child Left Behind Act of 2001 (NCLB), is based in the belief that members of an educational community must collaboratively reflect and act on issues to develop a truly effective program
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Implications
NCLB calls for sweeping reforms in education. The main focus of the reform plan is on creating "stronger accountability for results, expanded options for parents, and an emphasis on teaching methods that have been proven to work" (NCLB 2002b). As with many reforms, this act has both positive and negative implications on policy and curricula. This discussion focuses on the implications of the NCLB Act as it relates to ethno- and linguistically diverse communities.
Positive Implications
A predominant theme throughout NCLB is promoting reading and literacy skills. The act calls for the implementation of scientific-based programs to encourage reading. For ethno- and linguistically diverse communities, it specifically requires the implementation of scientifically based programs that help English language learners (ELLs) meet the same high academic standards as other students (NCLB 2002b). This view that ELLs need a different type of program supports fair and equal access (Darder 1991). Thus, in theory, NCLB takes into consideration that just providing the same quantity and quality of programs to ELLs as to other students is unfair and unequal. As a result, NCLB allocates extra funds to support program development aimed at effectively educating ELLs (NCLB 2002b) (This article only a summary, to get the full text please contact admin web, use the contact form)
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