The purpose of this study was to investigate the impact of high-stakes testing under the No Child Left Behind (NCLB) Act on school culture. Individual interviews and focus groups were conducted with first grade through sixth grade teachers and principals from two of Nebo School District's schools located in Utah. Their responses were categorized into twelve themes. Most of the teachers and principals reported that high-stakes testing negatively impacted student and teacher motivation, teaching and learning, and curriculum. They also discussed negative effects of the application questioned the accuracy of high-stakes testing. Fewer teachers and principals communicated positive effects of high-stakes testing. Among these positive effects were that testing data provided some useful information about teaching and learning and provided some accountability. Implications regarding these findings are discussed. This in-depth case study analysis of two elementary schools will add to the growing number of qualitative studies about the effects of high-stakes testing under the NCLB Act.
College and Department
David O. McKay School of Education; Educational Leadership and Foundations
BYU ScholarsArchive Citation
Tingey, RaShel Anderson, "High-Stakes Testing Under The No Child Left Behind Act: How Has It Impacted School Culture?" (2009). All Theses and Dissertations. 1864.
high-stakes testing, No Child Left Behind, school culture