Perceptions of Students and Educators on the Impact of No Child Left Behind: Some Will and Some Won't

Abstract

How do students and educators perceive the No Child Left Behind law and its impact? The author reports on structured interviews with 15 staff members K-12 and 37 middle level students in a small, northeastern coastal community. The responses of students included three themes: fairness to subgroups, student effort and self-determination, and apprehensions about changing schools. Issues identified by teachers, special educators and administrators included: desirable effects of accountability; concerns about fairness to students with disabilities and diverse learning needs; conflicts between state and federal requirements; and negative effects on teaching, learning and allocation of resources. Most respondents recommended that the law be amended to achieve the original intent. Of particular relevance to special educators in small or rural schools is the overall challenge identified by educators of finding time to balance the often apparently competing demands of existing initiatives such as individualized instruction, curriculum of place, community involvement, and development of functional skills, with the additional bureaucratic and assessment related demands required by No Child Left Behind.

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