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ERIC Number: EJ1173568
Record Type: Journal
Publication Date: 2017
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1938-9809
Teachers Left behind by Common Core and No Child Left Behind
Levitt, Roberta
Forum on Public Policy Online, v2017 n2 2017
The enactment of the No Child Left Behind Act (2002) and the subsequent succession of legislative acts have had a profound impact on educational policy. An increased emphasis on teacher accountability and effectiveness led to the use of standardized test results to determine tangible rewards or punishments. In response, a culture of teaching to the test emerged. From this pedagogical shift, many students have missed out on developing literacies. As many of the students whose literacy environment at school consisted of standardized test preparation are now reaching the stage of college and career eligibility, post secondary educators are struggling to prepare these students for positions as future teachers. To address the discrepancies between college eligibility and actual college readiness, I propose that improving early and elementary literacy environments may enhance the knowledge, skills, and achievement of future educators. From a review of the literature, a three pillar instructional framework emerged, grounded in pedagogy, choice, and strategies.
Oxford Round Table. 406 West Florida Avenue, Urbana, IL 61801. Tel: 217-344-0237; Fax: 217-344-6963; e-mail: editor@forumonpublicpolicy.com; Web site: http://forumonpublicpolicy.com/journals-2/online-journals/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001; Race to the Top