No Child Left Behind | Teacher Leaders Network

What the Public Thinks About "The Gap"

Publication Type:

Web Article

Authors:

Year of Publication:

2005

Abstract:

For the past 37 years, Phi Delta Kappa and the Gallup Organization have conducted a nationwide survey to determine the American public's attitudes toward public schools. Among the highlights of the latest study: "The public approaches consensus on the importance of closing the achievement gap, attributes the gap to factors other than schooling, believes parents and students have more to do with whether students learn than teachers, but still believes that it is the responsibility of the schools to close the gap." And: "The public believes that the achievement gap can be substantially narrowed while maintaining high standards for all students." The poll revealed that a majority of Americans know little or nothing about No Child Left Behind (59%). However, when pollsters asked interviewees about specific features of NCLB, they found that "NCLB strategies are frequently out of step with approaches favored by the public." Visit this page to review the executive summary, examine the data in detail, and read commentaries by several experts, including former U.S. Secretary of Education Richard W. Riley.

Retrieved June 2, 2008 from http://www.pdkintl.org/kappan/k0509pol.htm

Publications of Nebraska Commissioner of Education

Publication Type:

Web Article

Authors:

Douglas D. Christensen

Year of Publication:

2008

URL:

http://www.nde.state.ne.us/COMMISH/CommissionerofEd.htm

Abstract:

A TLN member shared the work of Nebraska Commissioner of Education Dougles D. Christensen as an examle of a state where steps had been taken to develop authentic assessments--the School-based Teacher-led Assessment Reporting System (STARS)--within the parameters of federal requirements for NCLB. This page links to Christensen's publications and presentations. He recently resigned, partially in response to a Nebraska Legislature bill that would create statewide tests for reading and math.

Christenson, D.D. (2008). Publications and presentations. Retrieved from the Nebraska Department of Education 19 May 2008. http://www.nde.state.ne.us/COMMISH/CommissionerofEd.htm

A Funny Thing Happened Leaving No Child Behind

Resource Keywords:
No Child Left Behind

Publication Type:

Web Article

Authors:

Various

Year of Publication:

2006

URL:

http://www.wavelength.biz/web/funny_thing.htm

Abstract:

"A Funny Thing Happened Leaving No Child Behind" is the latest offering from the comedy troupe Wavelength, which specializes in humorous professional development sketches. Really! We've seen several of their performances over the years, and it's funny, meaningful stuff. You can sample the latest offering at the Wavelength website (Dr. Phil stages a showdown between the government's NCLB representative and his teacher wife) and learn more about some of their "classics" -- like "The Seven Habits of Highly Ineffective Teachers" and the perennial favorite, "Teachers' Lounge." In a recent brochure, Wavelength's founders quote from a survey of students who were asked, "What top qualities would you want in your school?" The answer? "Quality teachers with a sense of humor." So start laughing!

Wavelength (2006). A funny thing happened leaving no child behind [video, comedy]. Retrieved 12 May 2008. http://www.wavelength.biz/web/funny_thing.htm

From the Capital to the Classroom: Year Four of the No Child Left Behind Act

Publication Type:

Web Article

Authors:

Various

Year of Publication:

2006

URL:

http://www.cep-dc.org/_data/n_0001/resources/live/CEP-NCLB-Report-4.pdf

Abstract:

A comprehensive report on Year Four of No Child Left Behind implementation raises concerns that thousands of schools across the nation are responding to reading and math testing requirements by reducing class time spent on other subjects and, for some low-proficiency students, eliminating it. The report, from the Washington-based Center on Education Policy, which has generally supported the principles of NCLB, also noted that the federal law is having a greater impact on the everyday activities of schools and districts, including prompting districts to better align instruction and state standards and more effectively use test data to adjust teaching. The report is based on "an extensive body of original research and analysis," including a survey of education officials in 50 states, a nationally representative survey of 299 school districts, and in-depth case studies in 38 geographically diverse districts and 42 individual schools. This link leads to an index page where you can view sections of the report, a press release, and an executive summary with recommendations.

Center for Education Policy (March 2006). From the capital to the classroom: Year four of the no child left behind act. Retrieved from CEP 12 May 2006. http://www.cep-dc.org/_data/n_0001/resources/live/CEP-NCLB-Report-4.pdf

Refrains of the School Critics

Publication Type:

Web Article

Authors:

Susan Ohanian

Year of Publication:

2005

URL:

http://www.aasa.org/publications/saarticledetail.cfm?ItemNumber=2807&snI...

Abstract:

Behind the rhetoric of school reform lies a contempt in some quarters for the work of public educators, says Susan Ohanian in this recent article from School Administrator magazine."The expression 'failing public schools' has a lot in common with 'war on terror,'" she writes. "After the media parrot these phrases often enough, we find ourselves at war and in the morass of radical public school deformation. Familiarity breeds acceptance. We need to unpack the knee-jerk, smoky phrases to examine the purposes behind the rhetoric we are in danger of taking for granted." As always, Ohanian takes no prisoners in her defense of her profession.

Ohanian, S. (2005). Refrains of the School Critics. The School Administrator. Retrieved April 30, 2008 from http://www.aasa.org/publications/saarticledetail.cfm?ItemNumber=2807&snItemNumber=950&tnItemNumber=951

Notes:

This article can also be accessed at http://findarticles.com/p/articles/mi_m0JSD/is_7_62/ai_n15622444

No Letup in Unrest Over Bush School Law

Resource Keywords:
No Child Left Behind

Publication Type:

Web Article

Authors:

Kavan Peterson

Year of Publication:

2005

URL:

http://www.stateline.org/live/ViewPage.action?siteNodeId=136&languageId=...

Abstract:

This backgrounder report at the Stateline news service updates current NCLB developments and controversies. "Schools are preparing for their fourth year under the federal No Child Left Behind Act this fall even as a state-led grassroots rebellion rages against the education law. The revolt is expected to intensify in the 2005-2006 school year as stricter testing requirements and penalties take effect." (July 7, 2005)

Peterson, K. (2005). No Letup in Unrest Over Bush School Law. Stateline. Retrieved April 30, 2008 from http://www.stateline.org/live/ViewPage.action?siteNodeId=136&languageId=1&contentId=41610

States Fudging High School Dropout Rates

Publication Type:

Web Article

Authors:

Kavan Peterson

Year of Publication:

2005

URL:

http://www.stateline.org/live/ViewPage.action?siteNodeId=136&languageId=...

Abstract:

A new report on high school graduation rates sharply criticizes states for fudging statistics on dropouts and for setting "appallingly low" goals. While America's high schools have slipped to 17th place among developed nations in graduation rates, states are still unable to accurately track dropouts, says the Education Trust. (Story at Stateline.org)

Peterson, K. (2005). States Fudging High School Dropout Rates. Stateline. Retrieved April 30, 2008 from http://www.stateline.org/live/ViewPage.action?siteNodeId=136&languageId=1&contentId=39522

High-Stakes Testing and Student Achievement: Problems for the No Child Left Behind Act

Publication Type:

Web Article

Authors:

Sharon L. Nichols; Gene V. Glass; David C. Berliner

Year of Publication:

2005

URL:

http://www.epicpolicy.org/publication/high-stakes-testing-and-student-ac...

Abstract:

A study released by the Education Policy Studies Laboratory at Arizona State University and the Great Lakes Center for Education Research and Practice found "no convincing evidence" that the pressure of high-stakes testing will increase student achievement. According to the researchers, an analysis of test data from 25 states does suggest that increases in testing pressure are related to increased retention in grade and drop-out rates. The authors found that states with the highest proportions of minority students implemented accountability systems that exerted the greatest pressure. "Thus, the negative impacts of high-stakes testing will disproportionately affect America's minority students," they believe. (1.5 mg PDF file)

Berliner, D.C.; Glass, G.V.; & Nichols, S.L. (2005). High stakes testing and student achievement: Problems for the no child left behind act. Education Policy Research Unit, Arizona State University (Sep 2005). Retrieved from EPRU 29 Apr 2008. Link: http://www.epicpolicy.org/publication/high-stakes-testing-and-student-ac...

The Impact of the No Child Left Behind Act on Student Achievement and Growth: 2005 Edition

Publication Type:

Web Article

Authors:

John Cronin; G. Gage Kinsbury; Martha S. McCall; Branin Bowe

Year of Publication:

2005

URL:

http://www.nwea.org/assets/research/national/NCLBImpact_2005_Study.pdf

Abstract:

A recent report from the Northwest Evaluation Association suggests that while accountability test scores are rising, individual student progress may be suffering in the wake of NCLB's implementation. As the New York Times explained it, "individual growth has slowed, possibly because teachers feel compelled to spend the bulk of their time making sure students who are near proficiency make it over the hurdle. The practice may leave teachers with less time to focus on students who are either far below or far above the proficiency mark, the researchers said, making it less likely for the whole class to move forward as rapidly as before No Child Left Behind set the agenda." Critics of the study, which has received a lot of media attention, note that the sample used by NWEA is not nationally representative (75 percent is from just four states) and that urban districts are underrepresented. "The bottom line," says Andy Rotherham in his EduWonk blog (http://www.eduwonk.com), "is that the law is basically three years old, less in the case of many provisions, so it's just too soon to know if 'it's working', which is too broad a question anyway."

Cronin, J.; Kinsbury, G.G.; McCall, M.S.; & Bowe, B. (2005). The impact of the no child left behind act on student achievement and growth.Retrieved from the Northwest Evaluation Association 17 Apr 2008. Link: http://www.nwea.org/assets/research/national/NCLBImpact_2005_Study.pdf

Research Brief: Teacher Professional Development in High-Stakes Accountability Systems.

Resource Keywords:
No Child Left Behind

Publication Type:

Web Article

Authors:

Various

Year of Publication:

2004

URL:

http://www.ascd.org/portal/site/ascd/template.MAXIMIZE/menuitem.03e1753c...

Abstract:

How do high-stakes accountability systems affect teacher professional development? This ASCD "Research Brief" (June 22, 2004) summarizes a study conducted by the Southeast Center for Teaching Quality in six Southern states. The states were chosen to highlight different stages in the implementation of high-stakes accountability systems. Districts within each state were chosen based on differing levels of student achievement, so that high-performing and low-performing systems could be contrasted. Generally, the researchers found that although professional development experiences were improving, they were not often aligned with best practices as identified in previous research. Additionally, the researchers found that teachers felt that voluntary and self-directed opportunities were of much more value than mandated experiences. Although some support for greater teacher collaboration existed, such support tended to be incomplete or sporadic. Where the researchers identified effective practice, they also often found gaps in the capacity to sustain such programs, including an insufficient provision of time for teachers to use in professional development and a lack of follow-up activities.

Citation: ASCD. (2004). Research brief: Teacher professional development in high-stakes accountability systems. Retrieved from ASCD on March 19, 2008. Website: http://www.ascd.org/portal/site/ascd/template.MAXIMIZE/menuitem.03e1753c019b7a9f989ad324d3108a0c/?javax.portlet.tpst=d5b9c0fa1a493266805516f762108a0c_ws_MX&javax.portlet.prp_d5b9c0fa1a493266805516f762108a0c_viewID=issue_view&javax.portlet.prp_d5b9c0fa1a493266805516f762108a0c_journalmoid=048d1470b9eaff00VgnVCM1000003d01a8c0RCRD&javax.portlet.begCacheTok=token&javax.portlet.endCacheTok=token