Date of Award
Winter 12-2013
Degree Type
Thesis
Degree Name
Master of Public Administration (MPA)
Abstract
In the years since the implementation of the No Child Left Behind (NCLB) legislation in 2001, standardized tests have become high stakes games for all public schools. Instead of crafting curricula that makes students think, pressured educators have tailored their teaching strictly to the tests. The results have sparked media frenzy. This study centers on the question: are teachers teaching to the test? This research examines the changes in teaching strategies that may have been adopted since the implementation of the NCLB legislation and this concern to “teach to the test.”
This study focuses on how one middle school in Northern California has evaluated and implemented the test-based accountability and subgroup provisions of the 2001 NCLB legislation. This study also examines what school policies followed and what, teaching processes might have changed to comply with the NCLB law. Another main question investigated in this study was: is No Child Left Behind a one size fits all type of legislation? This analysis identifies the differences in teaching strategies since the program became law. This study is directed at identifying the principal changes the NCLB policy has warranted within our schools and whether or not the policy is helping or hurting our children. This study is provided to enlighten and ensure that our educational system truly does leave no child behind.
Recommended Citation
Rucker, Shanika D., "Implementation of No Child Left Behind Legislation: A Case Study of the Impact on Teaching and Instruction Practices on a Northern California Middle School" (2013). EMPA Capstones. 314.
https://digitalcommons.law.ggu.edu/capstones/314