The Age of Testing

During our summer term our cohort read various articles on No Child Left Behind. We discussed its implications and the general climate of high-stakes testing during our summer term. I left the summer term believing I would have to teach to tests and focus more on Math and Science than traditionally observed. This notion came to a complete halt yesterday as I sat through the third session of professional development for the year.

The school is focusing heavily on Math and Literacy. The students test scores were presented to the staff and the theme of the school year is reaching a 15% increase in testing results. Again, I got the impression that there would be great effort on Math and Literacy but room would be made for other subjects such as science and social studies. Now, after my third week at my placement, I am finding that there is barely any instruction on Science or Social Studies. The students only have on period of Gym, Science, Computers, and Art each week. As a low-performing school (although it has made consistent progress the last three years) there is a greater urgency and demand placed on the school in order to be seen as an achieving school.

Thus far, I have observed only one Social Studies lesson. This is not to the fault of my CM. She is restricted by administrative directives. Unfortunately, yesterday's professional development meeting focused on implementing another administrative directive to increase independent reading and writing. It virtually leaves little to no time for other subjects.

I am gaining a first hand experience to some of the results of the No Child Left Behind Act and the current stress for testing placed upon schools.