In the last part of the News Hour’s series on No Child Left Behind (apparently it was three-parts, not two :p), they discussed how teachers felt about the act. The story focused on how teachers feel they are put under tremendous pressure and scrutiny by No Child Left Behind, and how they feel upset that they were not included in the decisions leading to its creation or implementation.
The most important part, which I believe they glossed over, is that teachers are teaching to a multiple-choice test, and that teaching beyond the test can have a negative impact on test scores. As said in the story:
JOHN MERROW: Lynn Riggs ran into a different problem when her fifth-grade students did a project on deep sea vents, underwater volcanoes.
LYNN RIGGS: One of the things that is absolutely fascinating about this fabulous ecosystem that is miles beneath the ocean, there is no sunlight there. What is it that’s driving this ecosystem? What is this chemo-synthesis? How does this work? I’ve got to be able to explain it to fifth-graders.
JOHN MERROW: Riggs says her students love tackling such a difficult subject.
LYNN RIGGS: But the kicker is, this spring, as the kids were preparing for their state tests, one of the questions was about food chains. Of course, the right answer is “the sun.” And I’m thinking, “Great, they’re going to get the question wrong. I’ve taught them too much. They’re going to be thinking, ‘But what about the deep-sea vents, chemosynthesis? There’s no sunlight that deep down in the ocean. It’s dark.’”
In addition, the standardized tests to not adequately measure important skills, such as critical thinking and deductive reasoning. If teachers are forced to spend all of their time teaching to the test, we may have a generation that can not analyze infomation and come to their own conclusions.