NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ917541
Record Type: Journal
Publication Date: 2011-Apr
Pages: 25
Abstractor: As Provided
Reference Count: 48
ISBN: N/A
ISSN: ISSN-1354-0602
The Impact of Standards-Based Reform on Teachers: The Case of "No Child Left Behind"
Smith, Jason M.; Kovacs, Philip E.
Teachers and Teaching: Theory and Practice, v17 n2 p201-225 Apr 2011
Standards-based reform is a trend affecting the educational systems of nations around the world, driven by desires to create educational systems suited to increasing economic productivity. In the USA, The No Child Left Behind (NCLB) Act of 2001 includes goals of reducing achievement gaps and getting "highly qualified" teachers in all classrooms. Critics warned the legislation could exacerbate achievement gaps and actually drive quality teachers out of the field. To assess these arguments, we surveyed all K-8 teachers in one school district, using both standardized items and an open-ended question. Survey responses indicate that instructional time and professional development opportunities in non-tested areas are being reduced and that future teacher retention and recruitment may be problematic for this district. Open-ended responses reveal numerous sources of dissatisfaction and stress for teachers, allowing us to make connections between NCLB's outcomes and teacher dissatisfaction. Importantly, these effects and relationships are not limited to high-minority or low-income schools, but exist in all schools in this district. Such findings suggest unintended consequences for the legislation as well as failure to achieve its stated goals. (Contains 5 notes, 3 tables, and 1 figure.)
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 - Research
Education Level: Elementary Secondary Education; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A