How Does NCLB Play Into Things???

College Confidential Community
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<p>I've been hearing a lot about how students with 4.0 averages, perfect 2400s, Valedictorians of their class, etc were rejected this past year from schools like Harvard and Yale and Columbia. That got me to thinking: How does NCLB (No Child Left Behind) play into things here.</p>

<p>NCLB was written into law in 2002 -- when a lot of incoming college Freshmen this year were Freshmen in high school. I've been hearing a lot more about more and more students applying to college these past few years under the pretense that students are becoming smarter. I can't tell you how much I doubt that. If anything, I think more and more students are being matriculated through the system.</p>

<p>I think it's becoming easier and easier to "work" the system in high school to get all these honors. Even with standardized tests -- used to be, the students who did the best on it where naturally smart. But now the SAT is just as much rehearsal as it is the performance. It's like how the Oscars don't award child actors much. It's more about taking direction well than innate talent. There are so many more SAT prep classes and tutorials out there...even more than when I was in the middle years of high school. </p>

<p>But I also think NCLB is playing a big part in this influx of so-called "smart students" applying to college these days. I think NCLB adds a nice layer of fat to the admissions process...to make it seem like kids these days are more ambitious and driven. Oh please. Kids these days stuff themselves with Doritos and soda, watch My Super Sweet 16, and play video games. Not to say there aren't any smart, driven, determined kids, but a kid with a 4.0 GPA? A kid with a perfect 2400 on the SAT? Should NOT be getting rejected from Harvard. Even if I think the SAT measures very little, substantially, still. That just makes no sense when you think about it.</p>

<p>People in their early to mid twenties who are around 1-2 years from graduating know what I'm talking about. We knew ECs were important because we knew we didn't have anything like that on our record. So we had to do the weekend community service bit. We had to hold down a summer job. We had to play in the band, or sing in the chorus, or write for the school newspaper. Because we weren't perfect academically. But the kids with perfect scores and perfect GPAs shouldn't be facing rejection from schools that once championed these litmus tests of intellect and capability.</p>

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<p>I'm having trouble following your logic. My experience with NCLB in 2 different public school systems in 2 states is that it has very negative effects on top-performing students. With school budget crises everywhere, one of the first things I've seen go are gifted programs. Then, high level (especially) AP courses sometimes require a minimum of 10 students...leaving those top students with much fewer challenging courses. D1 is taking Calculus III as a self-study independent study course because the administration identified a need to have smaller sections of the Algebra I courses to focus improving on the state test performance. </p>

<p>I can't see much relationship between NCLB and the SAT. In our current very large school district, with many high schools not meeting the required levels, there are all kinds of programs to try to raise the annual state exams, which drive the NCLB legislation. While there is one SAT prep course, and English teachers have some slant to SAT testing, I don't see any connection to NCLB because of that. When my Ds have been in courses for which there is an End of Grade or End of Course exam, they've both been frustrated by the amount of time spent rehashing and being taught on the basis of doing well on those tests.....very definitely NCLB driven.</p>

<p>Your comment about NCLB adding a nice layer of fat to the admissions process? Hmm. I don't see that. I think that the biggest factors are the sheer numbers of applicants and the growing mindset in the US that there are only 20 universities/colleges "worth" applying to. </p>

<p>D1 is one of those 4.0 gpa students (>5.0 weighted), valedictorian of her class, etc. She's worked her butt off and has earned the honors she's receiving. She was not accepted to MIT....but reacted with a shrug---Oh well. (She knew what the % were, and knew that nearly every other applicant had the same grades, etc. as she did).</p>