Project Director

Lynberg, Jennifer

Department

Dept. of Education

Publisher

University of Tennessee at Chattanooga

Place of Publication

Chattanooga (Tenn.)

Abstract

Since the enactment of NCLB (2001), it has been the source of major controversy. And although it was replaced by the Every Student Succeeds Act in 2015, its impact is still apparent. NCLB’s intention was to ensure that all students in the United States had equal access to a high-quality education, regardless of race, gender, ability, or socioeconomic status (Mills, 2008). To achieve this goal, the Act introduced new requirements surrounding teachers, testing, and school improvement. These requirements have led to, among other things, teacher dissatisfaction. To identify the sources and level of dissatisfaction, a survey was distributed to teachers in east Tennessee, asking questions regarding curriculum and assessment post-NCLB. The survey results show state and standardized testing are the main causes of dissatisfaction. While the focus of policymakers remains on testing and test scores, this dissatisfaction is not likely to decrease.

IRB Number

24-056

Degree

B. S.; An honors thesis submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Bachelor of Science.

Date

5-2025

Subject

Educational equalization—Law and legislation--United States; Educational law and legislation--United States; Teacher participation in curriculum planning; Teachers--Job satisfaction--United States--Tennessee

Keyword

No Child Left Behind; Teachers; Title I; State-mandated testing

Discipline

Curriculum and Social Inquiry

Document Type

Theses

Extent

i, 41 leaves

DCMI Type

Text

Language

English

Rights

http://rightsstatements.org/vocab/InC/1.0/

License

http://creativecommons.org/licenses/by/4.0/

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