The Effects of No Child Left Behind on Children’s Socioemotional Outcomes

Whitney, Camille; Candelaria, Christopher

doi:10.1177/2332858417726324

Cited by 15 publications

(9 citation statements)

References 37 publications

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“…Reback, Rockoff, and Schwartz (2014) used a sample of fifth graders in the 2003–2004 school year to demonstrate that accountability pressure from NCLB, operationalized as whether or not students’ schools were close to the AYP margin, does not adversely affect students’ enjoyment of math and reading as reported by students. Using the same empirical strategy, Whitney and Candelaria (2017) find no influence of NCLB on students’ social and emotional skills, including their perceived interest and competence in academic subjects. However, these studies stand in contrast to a larger body of work that asserts that NCLB, and in particular the testing and accountability components, have increased student anxiety and reduced students’ enjoyment of and engagement in school (e.g., B.…”

Section: School Engagement and No Child Left Behindmentioning

confidence: 88%

Changes in School Engagement as a Function of No Child Left Behind: A Comparative Interrupted Time Series Analysis

Markowitz

2018

American Educational Research Journal

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After the adoption of No Child Left Behind (NCLB), a host of anecdotal evidence suggested that NCLB diminished students’ school engagement—a multidimensional construct that describes students’ active involvement and commitment to school and encompasses students’ thoughts, behaviors, and feelings about school. Using data from repeated cross-sections of the Children of the National Longitudinal Survey of Youth, this study draws on methodological innovations from research linking NCLB to academic outcomes to explore this possibility. Findings are suggestive of an immediate NCLB-based increase in engagement that diminished and ultimately became negative over time. Because engagement predicts both achievement and socio-emotional well-being, researchers and policymakers should work to ensure that the Every Student Succeeds Act facilitates accountability systems that promote engagement.

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Section: School Engagement and No Child Left Behindmentioning

confidence: 88%

Changes in School Engagement as a Function of No Child Left Behind: A Comparative Interrupted Time Series Analysis

Markowitz

2018

American Educational Research Journal

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“…Hypothesis 1 and 2 refer to school-related stress and low academic self-esteem, respectively. Stress can be conceptualized as a reaction to demands that are perceived as being difficult to manage (Wheaton et al 2013). Consequently, school-related stress concerns perceived stress directly associated with demands in school.…”

Section: Dependent Variablesmentioning

confidence: 99%

“…Thus, unlike test-based systems, school-related pressure in the Swedish system is not concentrated on specific test periods but is continuous throughout the school year, thereby increasing the risk of chronic stress (cf. Hallsten, Josephson, and Torgén 2005;Wheaton et al 2013).…”

Section: Introductionmentioning

confidence: 99%

Consequences of school grading systems on adolescent health: evidence from a Swedish school reform

Högberg

Lindgren

Johansson

et al. 2019

Journal of Education Policy

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Education reforms that entail increased emphasis on high-stakes testing, assessment and grading have spread across education systems in recent decades. Critics have argued that these policies could have consequences for stress, identity, self-esteem and the overall health of pupils. However, these potentially negative consequences have rarely been investigated in a systematic and rigorous way. In this study we use a major education reform in Sweden, which introduced grades and increased the use of testing for pupils in the 6 th and 7 th school year (aged 12 to 13 years), to study the consequences of grading and assessment for health outcomes. Using data from the Health Behaviours of School-Aged Children Survey, we find that the reform increased school-related stress and reduced the academic self-esteem of pupils in the 7 th school year. This, in turn, had an indirect effect on psychosomatic symptoms and life satisfaction for these pupils. Moreover, the negative effects of the reform were generally stronger for girls, thereby widening the already troubling gender differences in health. We conclude that accountability reforms aimed at increased use of testing, assessment and grading can potentially have negative side effects on pupils' health.

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“…Teachers were mandated to follow an essentially static curriculum that limited teachers' ability to introduce external curricular materials, which caused a rigidity in their teaching abilities (Whitney, 2017). A teacher involved with a study by The Civil Rights Project at Harvard University, stated, "NCLB has become so much the instructional focus that .…”

Section: The Influence Of Evolving Technologies and Educationmentioning

confidence: 99%

Teacher Enrichment Initiatives: Supporting Teachers who are at the Frontline of our Nation’s Future

Fordtran

Grimes

Riggs

et al. 2020

JSTEM

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Teachers are charged with connecting classroom science to real-world applications; however, opportunities for teachers to experience real-world applications in the life and biosciences are limited. When provided the opportunity to engage in hands-on learning experiences, teachers' capacity to connect classroom activities to real-world applications increases. Through partnerships within the local STEM Ecosystem, the Teacher Enrichment Initiatives (TEI) provides teachers with experiences that enable them to strengthen the connections between classroom science and careers. Over the course of TEI's 25+ years, these collaborations between our teachers and partners have resulted in the production of over 350 individual hands-on, inquiry-based curriculum activities. In addition, the TEI has played a pivotal role in the growth of the STEM workforce by disseminating best practices and providing teacher professional development (TPD) experiences designed to improve teacher knowledge of STEM career options and the associated educational pathways for their students while enhancing teacher professionalism. Since 2011, the TEI has hosted 15 TPD conferences and 300 workshops with over 1,800 K-12 teachers participating annually. The number of students impacted through teacher participation exceeds 300,000, covering all grade levels. To date, over 83 scientists, engineers, and STEM-career professionals have participated in TEI sponsored events.

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The Effects of No Child Left Behind on Children’s Socioemotional Outcomes

Cited by 15 publications

References 37 publications

Changes in School Engagement as a Function of No Child Left Behind: A Comparative Interrupted Time Series Analysis

Changes in School Engagement as a Function of No Child Left Behind: A Comparative Interrupted Time Series Analysis

Consequences of school grading systems on adolescent health: evidence from a Swedish school reform

Teacher Enrichment Initiatives: Supporting Teachers who are at the Frontline of our Nation’s Future

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