Namely, new research out of the University of Kansas that was recently presented at the 109th Annual Meeting of the American Sociological Association finds that students in schools with larger class sizes and a larger proportion of African Americans might not be learning as many skills as other schools. "The skills students are expected to learn in schools are not necessarily universal," said the study's lead author Argun Saatcioglu, a KU associate professor of education and courtesy professor of sociology.
Specifically, Saatcioglu’s research suggests that some schools may be cutting back on the skills they are teaching their students in an effort to increase their test scores and avoid the negative consequences of failing to meet the federal standards set by the NCLB, which can include funding cutbacks and even school closures. "Narrowing the skills students are expected to learn, results in higher proficiency gains on state assessments because students have to be proficient in fewer skills," said Saatcioglu in a press release. "In other words, requiring students to learn less actually helps to improve state assessment results."
NCLB was enacted in 2001 under George W. Bush as an update to the Elementary and Secondary Education Act of 1965, a federal law authorizing spending on programs to support K-12 education based on requirements for testing, accountability and school improvements. Since then, there has been a lot of conflict among policymakers about its effectiveness, with some arguing that it causes instructors to only “teach to the test” without consideration for creating a more inclusive and comprehensive learning experience.
In order to come to his conclusions, Saatcioglu analyzed fourth graders' performances on state assessments and compared it to their performances on the National Assessment of Educational Progress (NAEP) exam between 2003 and 2009. A decline in the correlation between student performance on a state's assessment and the NAEP usually suggests that the tests are not measuring the same skill set. "If a state's assessment is more comparable to the NAEP, that means the state expects its students to have mastered more skills," Saatcioglu said. "If a state's assessment becomes less comparable, in that the exam measures fewer skills and hence is less demanding than NAEP, then the state's proficiency scores are likely to rise."
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