RIVERSIDE, Calif. – Highly accomplished teachers assessing the merits of the No Child Left Behind Act give the federal legislation a mixed report card, according to a study by University of California, Riverside researchers that appears today inPolicy Matters, a quarterly journal published by UCR.
Researchers Patrick Guggino, who earned his Ph.D. in education from UCR in 2008, and Steven Brint, professor of sociology, surveyed more than 740 of California’s most accomplished teachers to assess the effectiveness and unintended consequences of the No Child Left Behind Act. Congress approved the legislation in 2001, increasing federal funding for education while at the same time tying continued support to improvements in individual student outcomes.
The legislation fundamentally changed teaching and education in U.S. schools by requiring annual testing of school children and “adequate yearly progress” for every subgroup of students. The act also requires schools to provide after-school tutoring and other services for poor-performing students and mandates that schools hire only “highly qualified” teachers.
The researchers conducted an online survey in 2007 of educators who are National Board Certified Teachers, a rigorous certification process that requires candidates to demonstrate high levels of subject matter knowledge, pedagogical knowledge and classroom effectiveness through performance-based assessment. Guggino and Brint asked these teachers to assess the impact of No Child Left Behind in three areas of professionalism – technical areas of practice, the service ethic of teaching and professional commitment.