NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ766259
Record Type: Journal
Publication Date: 2006-Nov
Pages: 4
Abstractor: Author
Reference Count: N/A
ISSN: ISSN-0013-1784
What Are NCLB's Instructional Costs?
Zellmer, Michael B.; Frontier, Anthony; Pheifer, Denise
Educational Leadership, v64 n3 p43-46 Nov 2006
To gather information on how No Child Left Behind's testing mandates have affected students and schools, Wisconsin ASCD conducted an electronic survey of administrators in every school district in the state. A total of 171 districts responded. Their responses indicated that the very resources that are central to the goals of NCLB--instructional time, staff time, and fiscal resources--have been diverted away from teaching and learning and have been reinvested in test preparation, administration, and reporting. Secretaries, teachers, guidance counselors, and other school personnel devote many hours to logistical preparation and test administration, resulting in loss of services to special needs students and instructional time for all students. When asked what changes in NCLB requirements they would recommend, respondents predominantly mentioned shortening, eliminating, or revising the large-school tests; using a growth formula or value-added system; and allowing schools to measure student progress in multiple ways. (Contains 1 figure and 3 endnotes.)
Association for Supervision and Curriculum Development. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Wisconsin
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001