Public School Teachers’ Perception on The “No Child Left Behind (NCLB) Policy

DOI

10.2991/978-94-6463-554-6_46How to use a DOI?

Keywords

teachers’ perception; NCLB Policy

Abstract

The No Child Left Behind (NCLB) policy has imposed considerable demands on educators, potentially stretching their responsibilities to unprecedented limits. Critics contend that NCLB exerts a pervasive influence over all aspects of the teaching-learning process, encompassing classroom dynamics and assessment methodologies. This research aims to assess the perceived impact of NCLB on instructional and assessment practices among public school teachers within the Valencia Division during the 2022-2023 academic year. The study surveyed a representative sample of 40 randomly chosen public school teachers. Employing a questionnaire comprising 20 items, the researchers utilized descriptive statistical analyses involving frequencies, percentages, and means. The research results uncovered that the NCLB Policy has led to modifications in teacher evaluation and classroom pedagogies; as indicated by interview responses, students advanced to higher grade levels even when they exhibited deficiencies in critical competencies like reading and comprehension. Notably, classroom evaluations highlighted a prevalence of test-focused instruction. The respondents also expressed concerns that meeting NCLB requisites necessitated the redesign of instructional methods and assessment strategies. This research underscores the substantial influence of the NCLB policy on both instructional practices and assessment approaches among public school teachers. It highlights the need for a nuanced understanding of the policy implications and multifaceted effects on the education landscape.

Copyright

© 2024 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Download article (PDF)

TY  - CONF
AU  - Jerson L. Sarucam
AU  - Eddie Rose T. Bucol
AU  - Abbie S. Ederosas
AU  - Jenyliza T. Ucang
PY  - 2024
DA  - 2024/11/29
TI  - Public School Teachers’ Perception on The “No Child Left Behind (NCLB) Policy
BT  - Proceedings of the 4th International Conference on Education and Technology (ICETECH 2023)
PB  - Atlantis Press
SP  - 556
EP  - 564
SN  - 2667-128X
UR  - https://doi.org/10.2991/978-94-6463-554-6_46
DO  - 10.2991/978-94-6463-554-6_46
ID  - Sarucam2024
ER  -