No Child Left Behind (2001) and high stakes tests : how they affect teachers' experiences in the classroom

Emily N. Olson, University of Northern Iowa

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Abstract

The purpose of this study is to investigate whether No Child Left Behind (2001) and high-stakes tests affect teachers' experiences in the classroom, in areas such as instruction, attitude/anxiety, and job satisfaction. This study also investigates whether teachers in schools labeled "in need of improvement" are affected differently than teachers in schools that are not labeled. Thirty-eight teachers in four urban elementary schools in Iowa who work with 3rd, 4th, and 5th grade students responded to a 30-question survey that used a 5-point Likert scale. Data were analyzed using descriptive statistics as well as ANOVA to investigate a possible difference between the two groups. Results indicate that NCLB and high-stakes tests do affect teacher's instruction, attitude/anxiety, and job satisfaction. It was also found that there is a significant difference in how teachers in schools identified "in need of improvement" are affected in the areas of instruction and attitude/anxiety. Administrators and other educational professionals can use these results to become more aware of the effects of NCLB and to better assist teachers in these areas through supports such as professional development or in services.