So this post is slightly out of order from where it should be but while I was researching political cartoons for the last post, I came across a couple of graphs that I thought would be good to discuss in this blog series because they further illustrate the points that I am trying to make. Both of these provide good evidence to back up the claims that I am making in this presentation.
The first graph shows two maps of the United States of America which a series of shading on both of them. The map on the left represents states that have schools who are not meeting the required standards. This includes all schools that have fallen below the Annual Yearly Percentage for that particular state. Now the map on the right represents states that are not meeting national standards. When compared these two maps do not match up completely. For example, in Mississippi the maps show that the majority of their schools are passing AYP but when compared to the map on the right, it shows that the students on the national ranking level are not comparing and are failing majorly. To look at our own state, we see that Illinois schools are not doing well at meeting the state standards but when the students are compared on the national level, they are not as bad off. The comparison between these two maps proves my point that there is a lack of comparability between states in the No Child Left Behind policy. If the states are not performing on the national level, then there needs to be more serious consequences than just the threats that are currently in place.
This bar graph is another thing that I stumbled upon while doing my political cartoon research. It provides a representation of how schools are doing according to the Annual Yearly Percentage. In the beginning when No Child Left Behind was implemented (2002) the majority of the schools were passing but as the years went on that majority shrunk to a vast minority of schools that were passing AYP. This is due to the fact that every single year, the percentage of students in a school that must pass goes up. By 2014, the amount of students that are expected to pass the standardized tests is 100%. Because of this progress scale, as the years pass more schools will begin failing the tests instead of passing. This will help prove my point later when I try setting up a workable solution to the No Child Left Behind policy. It will help me to show that not every child can be expected to pass these tests but we should expect our students to progress from year to year.