NCLB Blog

NCLB Blog

The No Child Left Behind Act (NCLB) was implemented to increase the accountability of states, school districts and schools, thus improving the performance of students in primary and secondary schools nationwide. This was in fact a federal intervention, implying that the local authorities had failed the students. The act also gave parents the option of choosing which school they want their children to attend. Embedded in the Act is the belief that “high expectations and setting of goals will result in success for all students”. Therefore, greater emphasis is placed on standardized testing, the need for “highly qualified” teachers and the use of “scientifically based research” strategies in classrooms.

NCLB, as proposed, is a laudable program but it requires adequate funding to be implemented effectively. The federal government has failed to allocate enough money to fund the program; however, it is holding the local authorities accountable for producing successful results. Schools that fail to meet the testing targets are penalized. This sets them up for further failure because their funding is further reduced, making it even more difficult for them to find resources to implement the necessary reforms to ensure future success. The pressure generated by the NCLB mandate creates a domino effect in the entire school system. The school district places pressure on to the local schools and they in turn pressure the teachers. The teachers are then forced to “teach to the test”. That is, they teach only those skills necessary to increase the students’ performance on the state tests rather than expose the students to broad based learning experiences. Also, the instructional time dedicated to reading, writing and mathematics has increased considerably to the detriment of the other subject areas.

The fairness, validity and reliability of the state tests, in my opinion, are questionable. All students sit the same tests but they are not all exposed to similar levels and quality of educational experiences. For example, ESL students in most states are tested in the English Language although there is a provision in the Act for them to be tested in their own language for the first three years. Research has shown that it takes approximately eight years for individuals to become proficient in another language. Using an English Language assessment, even after three years, cannot produce results that are valid or reliable.