ERIC Number: EJ821897
Record Type: Journal
Publication Date: 2004
Reference Count: 50
NCLB and Teacher Retention: Who Will Turn out the Lights?
Hill, Deborah M.; Barth, Marlene
Education and the Law, v16 n2-3 p173-181 2004
The No Child Left Behind Act (NCLB, 2001) is a landmark reform reauthorizing the Elementary and Secondary Education Act (ESEA, 1965). In its second year of implementation, NCLB is the most ambitious federal effort to raise student achievement in 38 years (Mathews, 2003). Its intent is to close achievement gaps among students who belong to minority groups, have disabilities, are economically disadvantaged or have limited English proficiency. Framers failed to foresee its impact on teacher retention. Teacher retention, while a historical issue, is now a problem of increasing magnitude. McGuinn (1957) stated that school board presidents listed teacher turnover as their most serious problem. In this article, the authors discuss the negative impact of NCLB on teacher retention.
Descriptors: Elementary Secondary Education, Federal Legislation, Teacher Persistence, Faculty Mobility, Educational Policy, Policy Analysis, Accountability, Job Satisfaction, Teaching Conditions, Teacher Qualifications, Educational Legislation
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act; No Child Left Behind Act 2001