Taking a Stand on NCLB

NCLB also assumes-without saying so directly-that the vast majority of teachers do not know how to teach reading, so the procedures written into the law allow the USDOE to pressure states and school districts to use a small number of favored commercial texts, scripted teaching methods, and standardi...

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Bibliographic Details
Published inLanguage arts Vol. 84; no. 5; p. 456
Main Authors Allen, JoBeth, Altwerger, Bess, Edelsky, Carole, Larson, Joanne
Format Journal Article
LanguageEnglish
Published Urbana National Council of Teachers of English 01.05.2007
Subjects
Education policy
Education reform
Educational Quality
Federal Programs
Law
Learning
Legislation
Literacy Education
No Child Left Behind Act 2001-US
Parents & parenting
Reading Programs
Standardized Tests
Teachers
Teaching methods
New York
United States > US
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Summary:NCLB also assumes-without saying so directly-that the vast majority of teachers do not know how to teach reading, so the procedures written into the law allow the USDOE to pressure states and school districts to use a small number of favored commercial texts, scripted teaching methods, and standardized assessments that take decision making out of the hands of teachers altogether. Despite NCLB's demand for "scientific, research-based, evidence-based" practice, there is no research base for provisions of the law itself-no "scientific research" showing that punitive policies result in improved teaching and learning, that standardized high-stakes tests are best for assessing learning or education, that commercial reading programs actually improve general reading proficiency (Allington, 2004).
ISSN:0360-9170
1943-2402