An Assessmebt of the scientific paradigm in no child left behind
By: Rusaw, A. Carol
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Material type: 
ArticlePublisher: Armonk, New York : M. E. Sharpe, September 2007Public Performance & Management Review 31, 1, p. 85-100Abstract: The No Child Left Behnf (NCLB) Act of 2002, based on a scientific research approach, attempts to measure and track teacher and administrator performance to achieve accountability for student outcomes on standardized tests of basic competencies. Although the NCLB Act attempts to transform school systems through rigorous student testing, integration of parental choice, improvement of reading comprehension, and use of best practices, it lacks a comprehensive basics for complete change. This paper compares the scientific research basics for NCLB with an open systems model of school change and notes weaknesses in theoretical assumptions, variables, and components of NCLB as well as in attempts to implement the model. The current NCLB model cannot adapt to changes within the internal as well as external contexts that affect instructional processes and outcomes. The paper asserts that reform envisioned by the drafters of the NCLB Act is more completely achieved through a systems approach that incorporates multiple research methodologies, broad participation among researchers, policymakers, administrators, and stakeholders, and sufficient technical support and resource allocations from legislators
The No Child Left Behnf (NCLB) Act of 2002, based on a scientific research approach, attempts to measure and track teacher and administrator performance to achieve accountability for student outcomes on standardized tests of basic competencies. Although the NCLB Act attempts to transform school systems through rigorous student testing, integration of parental choice, improvement of reading comprehension, and use of best practices, it lacks a comprehensive basics for complete change. This paper compares the scientific research basics for NCLB with an open systems model of school change and notes weaknesses in theoretical assumptions, variables, and components of NCLB as well as in attempts to implement the model. The current NCLB model cannot adapt to changes within the internal as well as external contexts that affect instructional processes and outcomes. The paper asserts that reform envisioned by the drafters of the NCLB Act is more completely achieved through a systems approach that incorporates multiple research methodologies, broad participation among researchers, policymakers, administrators, and stakeholders, and sufficient technical support and resource allocations from legislators
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