One student in our class interviewed her old high schools teachers. Here's what they had to say.
Public High School Science Teacher-
"Hi Lauren --
The biggest change for me is the increase of collecting data to back up TEST scores . It takes so much time that time is taken away from students---too much importance is being placed on test scores instead of education . Our school has gone crazy with scores and data about scores . I love the idea about NO ONE being LEFT BEHIND but the law is not set up the correct way to accomplish it . All to often laws are written by people who have never taught in a classroom or who were there so long ago that they have forgotten what it's like to have kids that need to learn , not just get test scores that make the school look good !
Hope to hear how you do on the project --- Best of luck !!
Love ya ---P.F."
Public High School Social Studies Teacher-
"Hi, Lauren.
I can't believe you are graduating. Let's not go there. It makes me feel old....
As for NCLB, here is my take:
1) It has not affected my teaching style. Like most trends in education, I see it as a passing fad that will fade come the inauguration of a new president. I have always tried to employ a variety of teaching methods to best reach all of my students. NCLB has not changed that.
2) It has affected schools because so much is expected of school districts -- yet the funding is not there. We have a "testing coordinator" in the school now! Is the federal government paying his salary? No; it's being paid by the taxpayers of Litchfield. I have also seen a reduction in course offerings because of the emphasis on "core" academic classes. Art, music, tech ed., and -- remarkably -- world language programs are being slashed. Kids suffer in so many ways when they don't get that "well-rounded" education.
3) It has affected students, mainly by inundating them with standardized tests, rubrics, and the like. The mandate also assumes that all children can learn and achieve at the same levels. That, simply, is not true. I will never understand calculus like Mrs. Jones does. Should I be expected to? The same principles should be applied to kids. Raising the bar is great, but at what cost?
4) I'm all for government programs that actually improve student learning (which I do not think NCLB does), but show me the money! NCLB has not been adequately funded from the start.
I hope that's helpful to you. Good luck as you complete your project.
Mrs. Crowe"
Public Elementary School Teacher-
"Hi Lauren,
I think that the NCLB legislation has had mostly a negative impact on public school education. Teacher morale has been negatively affected and students have become tired of the constant assessments that have been thrown at them. There is no doubt that motivation is a key element in education for both teachers and students and as motivation delines student achievement follows.
The primary goal of NCLB was to close the achievement gap that exists between the students from wealthy suburban school districts and students from financially handicapped inner city schools. If one examines the scores from standardized tests in Connecticut over the years that NCLB has been in effect it becomes clear that the achievement gap has been unaffected by the NCLB's policies.
If there is any benefit I would suggest that the scores from the standardized tests can be analyzed to determine where within a specific grade level and subject area efforts can be focused by staff to improve student learning. If the scores from standardized tests are representative of real student learning the numbers can offer insight to teachers and can guide future instruction. That is, if the scores can be trusted. There is really no reason to expect that a third or fourth grader would feel any motivation to put forth their best effort on a test that means nothing to them. At best, the test scores might be somewhat accurate be most likely they mean little or nothing.
I could go on about student drop out rate that is disguised by redefining "drop out", school systems that are punished because of the failure of one subgroup to reach adequate yearly progress as defined by NCLB and on and on.
Can it be fixed? I doubt it. Better to start new with real ideas about how to help teachers be better teachers and how to let kids rediscover the joy of learning as it was meant to be.
NS"
-Lauren
"Hi Lauren --
The biggest change for me is the increase of collecting data to back up TEST scores . It takes so much time that time is taken away from students---too much importance is being placed on test scores instead of education . Our school has gone crazy with scores and data about scores . I love the idea about NO ONE being LEFT BEHIND but the law is not set up the correct way to accomplish it . All to often laws are written by people who have never taught in a classroom or who were there so long ago that they have forgotten what it's like to have kids that need to learn , not just get test scores that make the school look good !
Hope to hear how you do on the project --- Best of luck !!
Love ya ---P.F."
Public High School Social Studies Teacher-
"Hi, Lauren.
I can't believe you are graduating. Let's not go there. It makes me feel old....
As for NCLB, here is my take:
1) It has not affected my teaching style. Like most trends in education, I see it as a passing fad that will fade come the inauguration of a new president. I have always tried to employ a variety of teaching methods to best reach all of my students. NCLB has not changed that.
2) It has affected schools because so much is expected of school districts -- yet the funding is not there. We have a "testing coordinator" in the school now! Is the federal government paying his salary? No; it's being paid by the taxpayers of Litchfield. I have also seen a reduction in course offerings because of the emphasis on "core" academic classes. Art, music, tech ed., and -- remarkably -- world language programs are being slashed. Kids suffer in so many ways when they don't get that "well-rounded" education.
3) It has affected students, mainly by inundating them with standardized tests, rubrics, and the like. The mandate also assumes that all children can learn and achieve at the same levels. That, simply, is not true. I will never understand calculus like Mrs. Jones does. Should I be expected to? The same principles should be applied to kids. Raising the bar is great, but at what cost?
4) I'm all for government programs that actually improve student learning (which I do not think NCLB does), but show me the money! NCLB has not been adequately funded from the start.
I hope that's helpful to you. Good luck as you complete your project.
Mrs. Crowe"
Public Elementary School Teacher-
"Hi Lauren,
I think that the NCLB legislation has had mostly a negative impact on public school education. Teacher morale has been negatively affected and students have become tired of the constant assessments that have been thrown at them. There is no doubt that motivation is a key element in education for both teachers and students and as motivation delines student achievement follows.
The primary goal of NCLB was to close the achievement gap that exists between the students from wealthy suburban school districts and students from financially handicapped inner city schools. If one examines the scores from standardized tests in Connecticut over the years that NCLB has been in effect it becomes clear that the achievement gap has been unaffected by the NCLB's policies.
If there is any benefit I would suggest that the scores from the standardized tests can be analyzed to determine where within a specific grade level and subject area efforts can be focused by staff to improve student learning. If the scores from standardized tests are representative of real student learning the numbers can offer insight to teachers and can guide future instruction. That is, if the scores can be trusted. There is really no reason to expect that a third or fourth grader would feel any motivation to put forth their best effort on a test that means nothing to them. At best, the test scores might be somewhat accurate be most likely they mean little or nothing.
I could go on about student drop out rate that is disguised by redefining "drop out", school systems that are punished because of the failure of one subgroup to reach adequate yearly progress as defined by NCLB and on and on.
Can it be fixed? I doubt it. Better to start new with real ideas about how to help teachers be better teachers and how to let kids rediscover the joy of learning as it was meant to be.
NS"
-Lauren
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