Why No Child Left Behind Failed: A Failure of Accountability and Human Nature
The implementation of No Child Left Behind (NCLB) Act by George W. Bush in 2002 marked a significant shift in the American education system. However, the act's success was not as envisioned, leading to a widespread failure within schools and a decline in educational standards. In this article, we examine the key reasons behind this failure, focusing on accountability and understanding human nature.
The Core Flaws of NCLB
One of the central requirements of NCLB was the mandate that schools improve annually. This was a bold yet unrealistic expectation, particularly for high-performing schools with already high average scores. The act required all schools to reach these unattainable improvement goals, even if they did not improve at all or only marginally. Schools that didn't meet these improvement goals were placed on warning, leading to considerable pressure and negative consequences.
For instance, there was a case where some of the best schools, measured by their average scores, failed to meet these stringent improvement targets. This paradox can be compared to a runner who starts at a 20-minute mile and aims to improve to a 15-minute mile, while another runner consistently runs a 5-minute mile without needing to improve. This punished schools that were already excelling, demotivating them and creating a false sense of failure.
NCLB and School Accountability
NCLB introduced accountability metrics like graduation rates, but failed to hold parents and students accountable for their actions. The system removed this responsibility, placing it squarely on the schools and teachers. When a student struggled or missed school, the blame often fell on the teacher and the school, rather than on the student or the parents. This shift in accountability created a stagnant environment in schools, where teachers were hesitant to challenge poor performance for fear of contributing to a failing score.
For example, at a high school in Illinois, because the definition of a junior included the requirement of taking the ACT standardized test, the school decided to manipulate the system. They redefined the junior class to avoid testing certain underperforming students, thereby gaming the system and undermining the very principles of NCLB. This approach did not focus on actual improvement but on circumventing the system.
Impact on Teachers and Students
Teachers found themselves in a very challenging situation. When the NCLB criteria were introduced, they were unable to flunk students or realistically assess their performance because this would have resulted in their school being labeled as a failing institution. This pressures teachers to maintain a certain level of competence in their students, leading to a kind of "dumbing down" of standards.
Many teachers became disillusioned with the system and left the profession. The cycle of young, inexperienced teachers replacing those who left due to frustration and burnout only exacerbated the problem. By the time I left teaching, I could count on one hand how many teachers had over 10 years of experience in six local school districts.
Those who remained in the system were forced to adapt. They set D as the new starting grade for students who did not do any work, and used any loophole to get underperforming students out of their classes, leading to a widespread cheating culture. Statistics and accountability became more important than genuine improvement and education.
Conclusion
No Child Left Behind failed to address the root causes of educational issues in the United States. Instead of holding everyone accountable, it created a system where only the schools and teachers were responsible. The act ignored the importance of accountability for parents and students, leading to a decline in educational standards and morale.
To truly address these issues, we must re-establish accountability for all parties involved. This includes parents, students, and schools. By doing so, we can foster a more engaging and effective educational environment that benefits all participants. As it stands, the United States is unique among developed nations in its approach to education accountability, and this approach has clearly failed.