How NCLB took away the profession I love

I recently had this article published on about No Child Left Behind, but specifically about High Stakes testing.

Here’s another article about NCLB in general, explaining why I left the teaching profession.

I spent 4 ½ years in college to become a special education teacher. I had passion and drive. I loved kids, and I loved teaching. I graduated with degrees in Elementary Education, Special Education, and Psychology. Eight years later, when I was ringing up customers at Rite Aid and would tell people about my education, they would inevitably say, “What the $&@! are you doing here?!”

My answer was always the same, “I couldn’t stomach the politics.”

Sometimes they would nod, and it would end there. Sometimes they would make the mistake of asking me more questions, and the tirade would begin!

I was a resource room teacher for students in Kindergarten through 5th grade. My job was to take students from their classes once a day for either language or math. These were kids with learning disabilities, intelligent kids that just needed that little extra help in one or two subjects. Essentially, I had 35 students to see every day in my classroom. I had 6 periods in which to do it. My students came from 12 different classrooms. Oh, and don’t go thinking I had it was easy because I could just pull a couple of kids from the same classroom at the same time. Johnny from Ms. Clark’s 2nd grade class was on the same reading level as Samantha from Mr. Johnson’s 1st grade class. Of course, they didn’t teach language at the same time.

I argued for weeks with my supervisor over the services that needed to be provided for my students. I very adamantly stressed that I could not do it alone. We needed another K – 5 resource room teacher. She decided that the best course of action was for me to abandon the resource room and visit my students individually in their classrooms. It’s a great concept that’s not so great in practice. Instead of one on one or small group help, these kids would now be getting a few minutes of me hovering over their shoulders trying to help them understand what was being taught to the rest of the class.

Here’s a real exchange I had with my supervisor:

Me:  What about Jared? His class is learning long division. He’s nowhere near ready for long division.

Supervisor: He’s in 4th grade. He needs to learn long division.

Me: But he doesn’t know how to add and subtract. He needs to learn how to add and subtract before learning how to do long division.

Supervisor: No Child Left Behind says he needs to stay on level with his peers. A good teacher should be able to give him supports to help him learn long division.

Me: He needs to learn to add and subtract first. How can I possibly teach him to do long division if he can’t add and subtract?

Supervisor: Give him supports, like a calculator.

I stopped listening after that.

This was my ongoing struggle. No Child Left Behind. It sounds great, right? Of course we don’t want our children left behind. Of course, we want our schools to improve. So what’s wrong with holding schools more accountable? When you set the same goals for all students, you forget that each student is an individual.

There are a lot of children like Jared. There are a lot of very smart kids who have fallen through the cracks because they don’t learn the same way as their peers. That is, after all, what it means to have a learning disability. No Child Left Behind states that all students must test on the same level for math and language. How is that even possible?

Part of the Individuals with Disabilities Education Act (IDEA) states that students need to be placed in the least restrictive environment (LRE). What that means is that a child with a disability should be integrated with non-classified students as much as possible. In other words, don’t put a child with a learning disability in a class for students with severe disabilities. This is exactly what happened when I pushed for my students to have more than those few minutes of me hovering over their shoulders. I fought for my students’ rights and they ended up worse off.

I was a young, idealistic, fresh-out-of-college teacher. I wanted to change the world. It only took 4 short weeks to show me just how ugly that battle was. There have always been fights in what’s right for the education of our children. As far as I’m concerned, No Child Left Behind takes the cake. I may have left the teaching profession, but my passion for education has never dwindled. It’s time for this 10 year reign to end. It’s time to teach our kids as individuals, not as identical parts of the majority.


5 responses to this post.

  1. Sounds like kids are being “left behind” by not being adequately taught on their level even if it’s not what all the others “their” age are learning…..:( How sad…I’ve never really read much into what No Child left Behind stands for before….this is sad to see that it’s not what it appears to be on the outside.
    My older brother is deaf so I have a special place in my heart for people with any kind of disability.


    • That’s exactly what’s happening Sharon! It breaks my heart and I miss teaching so much, but when I was teaching resource room, I literally woke up every day feeling nauseous and fell asleep every night the same way. I just couldn’t live that way.

      I do my best to work informally as an advocate now. I share as much information as possible with parents of children with special needs so that they can fight for the services that their children deserve.


      • That’s very admirable! It’s good to know there are people like you out there advocating for those whose voice isn’t usually heard. Keep doing what you do and informing people about the truth!


  2. Amen sister! I’m currently on a tirade concerning NCLB (see my recent post ). You’re absolutely write about how ridiculous it is to test students with learning disabilities/special needs at the same level as everyone else. What is even more ridiculous is to include their scores as an assessment of teachers and/or schools. I firmly believe that it is wrong to have a one-size-fits-all test for several reasons and you’ve explored some of them in this post. Great post (I can feel your passion)! I’m sorry to hear that you left the profession, but we each have to follow our own bliss. I wish you luck in whatever you are pursuing.


    • NCLB was passed right before I graduated, but wasn’t really enforced (at least around me) until after I graduated. I had NO preperation for it whatsoever. Everything I had learned about teaching children as individuals was thrown out the window. I woke up every morning sick to my stomach and went to bed the same way every night. I have SO MUCH respect for teachers who are able to push through this crap!

      I originally submitted this to another website, but they asked for more information. My reply was, “I could provide everything you are asking for, if I was writing a book!” I’ve only skimmed the surface of my disgust for NCLB!

      Thank you for your well wishes! Right now I am using my passion for education to help my 6 year old daughter. I’m extremely active in her education. I may not have a career in education like I dreamed about, but I will not let my passion go to waste!

      On my way over to your blog now!


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