Looking at the no child left behind policy: the implementers’ perspectives

Abstract

This qualitative-phenomenological research aimed to determine the perspectives of the teacher-implementers about the No Child Left Behind Policy in Bato National High School. Participants of the study were three TLE teachers and five teachers from different courses. Participants were chosen through purposive sampling. Using the focus group discussions and in-depth interviews, the researchers found out that the teachers had positive and negative perceptions of the policy; it aided low-performing and at-risk students. However, the participants indicated that students became dependent and lazy; also they mentioned that unprepared students passed; hence, the program was unfair. The school administration needs to look into the teachers-implementers view on the NCLB for its improvement.

No child left behind, literacy challenges ahead: a focus on the Philippines

“…The NCLB Policy emphasizes the need to provide equitable opportunities for learning, growth, and development of every child without consideration of their backgrounds. It underscores that the unique one-size-fits-all approach of traditional education could be excluding a critical demographic from ideal educational opportunities (Rebusa et al, 2022). It is this commitment to inclusivity and equity, supported by legislation that provides the basis for the policy.…”

“…The policy is directly concerned in ensuring that all Filipino children receive the same opportunities to learn and become literate (Maligalig et al, 2010). Hence, this policy states that literacy education that is open for all is pivotal in transforming the citizens to become functionally literate (Rebusa et al, 2022). Moreover, NCLB Policy acknowledges the importance of sustainable development.…”

Implementation of the No Child Left Behind (NCLB) Policy: Examining the Perceived Roles of Public Teachers in Prosperidad National High School, Philippines

“…Also, the technical assistance on the manipulation of the handson use of the technologically based resources had been quietly monitored by the school administrations. Findings from the study "Looking at the No Child Left Behind Policy: The Implementers' Perspective," by Rebusa et al (2022), revealed that teachers typically said that the "No Child Left Behind Policy" created a load https://journals.e-palli.com/home/index.php/ajet Am. J. Educ.…”

“…Based on the findings, it implies that the implementers have indicated that the NCLB policy needs financial support from school administration for it to be fully implemented. Accordingly, there must be a review of the school budget financially to look at the teacherimplementers view and their roles in the implementation of the NCLB policy for its improvement since the policy stipulated that there was financial assistance to local educational agencies (Rebusa et al, 2022). No student would be left behind, according to the Department of Education, following President Rodrigo Duterte's signature of the Alternative Learning System Law.…”

“…Additionally, the "No Child Left Behind Act of 2010" was introduced by the senator Manny Villar, which protects and even promotes the individual right of the citizens to have the quality education they deserve and to take appropriate steps to make great education easily accessible to all. The NCLB policy is about education for all children (Rebusa et al, 2022;Ebarle, 2023). NCLB is a strong, controversial law that affects many facets of public-school education.…”