2007/07/01 by Patricia Velde Pederson · 2 voices
Agricultural and Biological Sciences · Computer Science · Social Sciences · #Diverse Educational Innovations Studies #Educational Assessment and Pedagogy #Educational Research and Pedagogy
paper · doi:10.3200/tchs.80.6.287-291
openalex publication_date 2007/07/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/29
In this article, the author reports the results of a national survey taken by state assessment directors on the impact of No Child Left Behind on nonassessed subjects between the years 2001-5. Results indicate that during this time, statewide assessment of science and writing increased whereas it decreased in the social studies, arts and humanities, listening, and technology and computers. Four themes emerged when survey takers queried participants about the impact of No Child Left Behind on nonassessed subject areas. First, reduction of resources and time for nontested subject areas was evident. Second, curriculum integration of nontested subject areas into the tested subjects increased. Third, alignment of curriculum and assessment with state standards increased. Fourth, several state assessment directors relayed they observed no impact.