Research has suggested the 2001 No Child Left Behind high-stakes testing legislation has resulted in a narrowed curriculum, decreased opportunities for poor and minority students, and decreased job satisfaction among teachers and administrators. Given the considerably negative influence No Child Left Behind legislation has had on public education, learning whether the legislation has met its primary objective to close the achievement was the critically important question asked by this quantitative ex post facto study. The existence of an achievement gap, or lack thereof, was determined by using 2011 AIMS reading and math test data from Maricopa County non-Title I and Title I elementary school at the aggregate school level and at grades three, four, and five, the elementary grade levels tested. Achievement scores of students in high socio economic status (non-Title I) schools (SES) were compared with scores of students in low (Title I) SES schools. Results revealed statistically significant evidence that the achievement gap has not closed in grades three, four, and five, in the fourth largest county in the United States. The high cost of No Child Left Behind high-stakes testing test-driven, narrowed curriculum delivered by dissatisfied and demoralized teachers and administrators might have been worthwhile had the legislation been successful. However, statistically significant evidence shows that NCLB legislation failed and that continuing to support legislation that mandates high-stakes testing will only delay endeavors to find meaningful ways to authentically assess students and their schools and deliver on the promise of a quality education.
|Advisor:||Delecki, Walter J.|
|Commitee:||Dereshiwsky, Mary, Emanuel, Gary, Hanson, Anne M.|
|School:||Northern Arizona University|
|School Location:||United States -- Arizona|
|Source:||DAI-A 74/05(E), Dissertation Abstracts International|
|Subjects:||Educational tests & measurements, Education Policy|
|Keywords:||Achievement gap, High-stakes testing, No Child Left Behind, Student achievement, Testing|
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