Administrators Acknowledge Pressuring Teachers
to Teach to the Test
Tuesday the Center on Education Policy (CEP) released a new report that examines how classroom practices have been influenced by the No Child Left Behind Act and related state policies in Rhode Island. Drawn from classroom observations and interviews, the report sheds new light on how teachers, principals, and administrators have responded to the federal school accountability law.
The report, Lessons from the Classroom Level: Federal and State Accountability in Rhode Island, found that the high-performing schools in the study and their school districts seemed to have the greatest alignment between curriculum and state standards. Teachers and administrators interviewed for the study acknowledged pressure to “teach to the test” by focusing on specific content or skills included on the state test.
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