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ERIC Number: EJ898887
Record Type: Journal
Publication Date: 2009
Pages: 13
Abstractor: As Provided
Reference Count: 68
ISSN: ISSN-1555-5062
The Unintended, Pernicious Consequences of "Staying the Course" on the United States' No Child Left Behind Policy
Amrein-Beardsley, Audrey
International Journal of Education Policy and Leadership, v4 n6 p1-13 2009
The phrase "no child left behind" has become a familiar expression in American education circles and in popular culture. The sentiment implied by these four words is noble. However, the effects of the top-down implementation of the high-stakes testing provisions of the law have been anything but salutary for public school children, teachers, and administrators. This claim is supported by data describing many of the ways in which well-intentioned but desperate educators, from the statehouse to the schoolhouse, have been driven to game the system in ironic defense of the children, teachers, and administrators least equipped to defend themselves. It is argued herein that, instead of reauthorizing the stronger accountability tenet of NCLB, it might do very well to let it fade away. (Contains 1 figure.)
Association for Supervision and Curriculum Development, Faculty of Education at Simon Fraser University, and College of Education and Human Development at George Mason University. Web site:
Publication Type: Journal Articles; Opinion Papers
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001