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Effect of the Bush and Obama Administrations
Effect of the Bush and Obama Administrations
Order ID 53003233773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Effect of the Bush and Obama Administrations
Running head: SAMPLE SOURCE SUMMARY ASSIGNMENT 1
TEMPLATE FOR SUMMARY ASSIGNMENT 5
Summary Assignment
Sally Student
Summary Prewriting
Theme: Education
Topic: No Child Left Behind/Race to the Top
Title: Dictating to the Schools: A Look at the Effect of the Bush and Obama Administrations on Schools. Ravitch is likely against too much government influence on schools and feels that government control is detrimental.
Intended audience: The intended audience is primarily professionals in the field of education and education policy, including teachers and school administrators. However, parents with school-aged children and citizens interested in education reform or education policy could also be included as part of the audience.
Writer’s background: Ravitch is an educational researcher and a former professor.
Writer’s angle: Any discussion regarding how to best implement education reform in our schools is arguable, especially when the subject of standardized testing is involved. Individuals will hold different views on the topic depending on their political backgrounds, affiliations with education policy, and position on standardized testing. Ravitch is opposed to the use of standardized tests and believes they have a negative effect on schools.
Part 1: The one-sentence summary
Ravitch (2011), U.S. Department of Education’s Assistant Secretary of Education, criticizes the Obama administration for following Bush’s No Child Left Behind policy, explaining that the government places an overreliance on standardized test scores and teaching to the test over rich curriculum and true reform for underachieving schools.
Part 2: The one-paragraph summary
Ravitch (2011), U.S. Department of Education’s Assistant Secretary of Education, warns that the Obama administration’s control over education reform continues much of the same agenda introduced by the Bush administration’s No Child Left Behind policy. Ravitch argues these policies are focused on standardized tests and providing incentives to teachers who produce students with high test scores. While she notes that the policy stigmatizes low performing schools and holds them to unattainable goals, she calls for less government control of education reform and more need for well-educated teachers who are provided with support, professional evaluation, and strong curriculum.
Part 3: The multiple-paragraph summary
Ravitch (2011), U.S. Department of Education’s Assistant Secretary of Education, criticizes the Obama administration’s Race to the Top education policy agenda for following what she calls the “disaster” of Bush’s No Child Left Behind policy. Government control of education, she notes, has only led public schools to rely heavily on standardized test scores. Ravitch warns that, under the Obama administration, teachers are provided incentives and raises based on test performance, which results in class time being spent teaching test-taking skills or teaching to the test rather than on rich curriculum.
Additionally, Ravitch criticizes the Obama administration’s reliance on charter schools as a way of reforming underperforming public schools, explaining that charters don’t answer the real challenges that face low-income or non-native speaking student populations. In the end, she warns that the outcome will produce students who are not able to comprehend complex knowledge and schools that limit history, science, the arts, civics, and many other components of the curriculum that provide college preparatory instruction. Ravitch notes that the United States, compared to other nations, is not following a model that will produce effective change. She explained, “High-performing nations make sure that students have access to a rich and balanced curriculum, not just a steady diet of test preparation and testing” (p. 8).
Part 4: Your reaction
Ravitch is right in her assessment of the Obama administration’s educational reform plans. As threats are made to close low-performing schools, Race to the Top provides little explanation in terms of how underprivileged communities will experience any positive education reform. Additionally, I agree with Ravitch’s criticism of incentivizing teachers whose students produce high test scores. This seems to only put more focus on teaching to the test rather than providing students with a well-rounded curriculum that offers broad skills and critical thought. As a research professor and the Assistant Secretary of the U.S. Department of Education, Ravitch is well positioned to call upon reform that focuses more on improved teaching, additional resources, and stronger curriculum over more government control.
Part 5: Reference
Ravitch,D. (2011). Dictating to the schools: A look at the effect of the Bush and Obama administration on schools. Education Digest: Essential Readings Condensed for Quick Review, 76(8), 4–9.
Effect of the Bush and Obama Administrations
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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