Senator
Salazar's No Child Left Behind Survey Results
Senator Salazar’s Letter to Senator Kennedy Regarding Colorado Educators
and NCLB Reauthorization
Who responded to the survey
Survey highlights
Educator remarks
WHO RESPONDED TO THE SURVEY?
- 1635 Teachers
- 119 Principals/Administrators
- 37 Paraprofessionals
- 72 School District Administrators
- 18 Policymakers/School Board Members
- 55 Teaching Coaches
- 117 Parents/Others
TOTAL RESPONSES: 2,053
SURVEY HIGHLIGHTS
- Colorado principals, administrators, and superintendents who responded
to the survey do not believe the goal of the No Child Left Behind Act,
that every student in the country will be proficient in the subjects
math and science by 2013-2014, is achievable.
85% of superintendents and district administrators and 94% percent
of school principals and administrators, who responded to the survey,
said they do not think the goal of all students reaching 100% proficient
by the 2013-2014 school year is achievable.
- Colorado teachers believe student growth should be measured individually
for each student, rather than the current measurement model which evaluates
groups of students.
Over 90% of the teachers responding to the survey said they favor
the longitudinal testing model, which tracks individual student growth
over time.
- Over half of Colorado schools struggle to meet the goals set by No
Child Left Behind.
Over 50% of Colorado’ teachers and principals responding to
the survey work in school districts that failed to meet adequate yearly
progress at least once.
- Colorado educators favor more flexibility for states and districts
in assessing their students.
Over 60% of principals and administrators who responded to the survey
said that the goal for student achievement reaching proficiency should
be flexible.
- Colorado teachers believe NCLB requirements take attention and time
away from the teaching of other important subject areas.
89% of Colorado educators responding to the survey believe that the
NCLB’s emphasis on testing detracts from overall student achievement
and learning in other subjects such as science, social studies, music,
among other subjects.
87% of the teachers surveyed say that some subjects are neglected
because of NCLB testing in English and Math.
- Colorado principals and school administrators believe NCLB should
be adequately funded so that schools and school districts are not forced
to spend non-federal funds for the administrative requirements of NCLB.
66% of the school principals and administrators responding to the
survey said that the requirements of NCLB have caused them to spend
local and state funds that previously funded teacher training, staffing
and other necessary educational expenses;
95% of the principals and administrators surveyed say that the administrative
requirements of NCLB have resulted in increased costs for their school
districts;
78% of the principals and administrators surveyed say that their school
districts have been financially strained due to the administrative
requirements of NCLB.
- Colorado schools struggle to meet the requirements under NCLB because
of the lack of federal funding.
68% of superintendents and district administrators who responded
to the survey said their school or district spends non-federal funds
to meet the requirements of NCLB.
95% of principals and school administrators who responded to the survey
said the administrative requirements of NCLB, such as data collection
and analysis, have resulted in cost increases for their school/district.
- Colorado schools and districts struggle in hiring appropriate staff
to meet the Highly Qualified Teacher requirements in NCLB for their
schools.
Over 70% of the principals, administrators and superintendents surveyed
said they face difficulties in recruiting Highly Qualified Teachers
because:
- Teacher salaries are too low (51%);
- There is a shortage of specialized teachers (45%);
- Rural teachers teach multiple core subjects (34%);
- Requirements for teachers and paraprofessionals to become “highly
qualified” are too costly for the teacher (21%).
- Colorado teachers are utilizing their personal resources, including
money and time, to meet the goals and qualification requirements of
NCLB.
53% of the teachers who responded to the survey said they have
spent their own money (other than original college and teacher certification
costs) in meeting the highly qualified teacher requirements.
58% of teachers who responded to the survey said they spend 5-10
hours of their time outside of work each week preparing students
for standardized tests.
- Colorado superintendents and administrators believe NCLB should be
more compatible with the requirements of the Individuals with Disabilities
Education Act (IDEA).
63% of school district administrators and 66% of principals and
administrators responding to the survey say that NCLB standards
conflict with the requirements if IDEA, making educating children
with disabilities administratively difficult.
Educator Remarks:
On how to measure student achievement:
“Each cohort of students has different skills and needs. Comparing
students longitudinally gives a better understanding of our students'
growth and needs.”
“Comparing this year's sixth graders to last year's sixth graders
makes no sense. They are PEOPLE and they come in with different strengths
and weaknesses every year. Even if I wanted to compare them, by the time
I get test results back from CSAP, those students are gone and I'm preparing
for the next group.”
“While overall progress per grade level is good, the data is much
more meaningful to educators, parents and students when it is focused
on the student individually.”
On the content of education subjects after NCLB:
“The recent few years have been less effective, less fun, and the
instructional approach has taken the creativity, joy and fun from classroom
teaching. This is making the local parents unhappy with our programming
and we have lost a lot of support from the community.”
On the impacts of NCLB on Teachers:
“Our ability to hire teachers who are highly qualified is hampered
by the nationwide shortage of Special Education teachers, and the shortage
of teachers who are highly qualified to teach Math and Science.”
“Many teachers are frustrated to the point of resigning. We do
not feel we've been given enough information or training in what we are
expected to do. We also do not feel appreciated for the strides we have
made.”
On the laws provisions concerning English Language Learner and children
with Disabilities:
“The main challenge in teaching ELL students is that they are expected
to be proficient in English upon coming to our schools and we give them
no leniency in learning another language and learning in it. Studies say
that it takes 7 years to fully learn a language, yet we fully test our
kids literally days after they come into our schools.”
“I believe that educational system needs to continue to prove accountability
of student growth for all students. However, we must find more flexible
and meaningful ways to measure student achievement for minority populations
such as those who are developmentally disabled, ELL, and other non-grade
level performers. I believe we have to focus on the quality of the assessment
experience and ensure that what we are testing is a true representation
of the student's educational program. Otherwise, the resultant data is
useless in documenting student progress.”
On why Colorado districts fail to meet NCLB goals:
“I believe that each year in the past 10 we have had increased
poverty, mobility, non-English speaking children, and money with rigid
requirements attached to it. Our services are diminishing yet our needs
are increasing.”
“When parents want their children to learn to swim, they usually
allow the child to practice while they are nearby. If the child struggles,
someone is near to help. Our students with fewer resources need help.
We don't need to punish their schools when they are struggling; we need
to add resources to help them become successful… Right now we are
watching as schools drown.”
“My school district has failed b/c of socio-economic stratification,
and under funded programming.”
“It is incredibly difficult to hit a moving target. One year, we
fall short in special education at one school, so we work hard to meet
that goal. The next year, we reach that mark, but fall short somewhere
else. It is a losing battle to reach every goal every year and to have
one low area, which regularly changes, bring us down.”
Overall concerns with NCLB:
“The joy of learning is being lost with so much testing…”
“If we are required by law to meet the demands of NCLB...there
should be adequate funding provided.”
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