Brigham Young University BYU ScholarsArchive Theses and Dissertations 2009-07-16 High-Stakes Testing Under The No Child Left Behind Act: How Has It Impacted School Culture? RaShel Anderson Tingey Brigham Young University - Provo Follow this and additional works at: https://scholarsarchive.byu.edu/etd Part of the Educational Leadership Commons BYU ScholarsArchive Citation Tingey, RaShel Anderson, "High-Stakes Testing Under The No Child Left Behind Act: How Has It Impacted School Culture?" (2009). Theses and Dissertations. 1864. https://scholarsarchive.byu.edu/etd/1864 This Dissertation is brought to you for free and open access by BYU ScholarsArchive. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of BYU ScholarsArchive. For more information, please contact [email protected], [email protected]. HIGH-STAKES TESTING UNDER THE NO CHILD LEFT BEHIND ACT: HOW HAS IT IMPACTED SCHOOL CULTURE? by RaShel Anderson Tingey A dissertation submitted to the faculty of Brigham Young University In partial fulfillment of the requirements for the degree of Doctor of Education Department of Educational Leadership and Foundations Brigham Young University July 2009 Copyright ©2009 RaShel Anderson Tingey All Rights Reserved Brigham Young University As chair of the candidate‘s graduate committee, I have read the dissertation of RaShel Anderson Tingey in its final form and have found that (1) its format, citations, and bibliographical style are consistent and acceptable and fulfill university and department style requirements; (2) its illustrative materials including figures, tables, and charts are in place: and (3) the final manuscript is satisfactory to the graduate committee and is ready for submission to the university library. ________________________________ ___________________________________ Date Clifford T. Mayes Chair, Graduate Committee Accepted for the Department ____________________________________ K. Richard Young Department Chair Accepted for the College ____________________________________ K. Richard Young Dean, McKay School of Education Brigham Young University Graduate Committee Approval of a dissertation submitted by RaShel Anderson Tingey This dissertation has been read by each member of the following graduate committee and by majority vote has been found to be satisfactory. __________________________________ ___________________________________ Date Clifford T. Mayes, Chair _________________________________ ___________________________________ Date L. Joseph Matthews _________________________________ ___________________________________ Date Ellen J. Williams _________________________________ ___________________________________ Date Scott Ellis Ferrin _________________________________ ___________________________________ Date A. LeGrand Richards ABSTRACT HIGH-STAKES TESTING UNDER THE NO CHILD LEFT BEHIND ACT: HOW HAS IT IMPACTED SCHOOL CULTURE? RaShel Anderson Tingey Department of Educational Leadership & Foundations Doctor of Education 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. ACKNOWLEDGEMENTS I thank my family for their continual support through the completion of my graduate studies. I appreciate the help and patience they have given me throughout this journey. The encouragement and love of my husband, Ty and children (Jentry Lee, Robbie McKell, Kylee McKell, Kade McKell, Connor McKell, Oaklee Tingey, Melea Tingey, T.J. Tingey, Aly Tingey, and Morgan Tingey) have kept me going. The example and confidence provided by my siblings Jeremy Anderson, Brandon Anderson, and Anisa Ewell have sustained me. I thank my parents, Tim and Jayne Anderson, who taught me the importance of hard work, the value of education, the meaning of service, and the concept of trying my best. I thank my dissertation committee members, Ellen Williams, Joe Matthews, Scott Ferrin, and A. LeGrand Richard for their support, insight, and assistance. My deepest appreciation goes to my chair, Cliff Mayes, for his friendship, encouragement, inspiration, and confidence in me. CONTENTS CHAPTER 1: INTRODUCTION ...................................................................................................1 Role of Public Education ......................................................................................................2 Overview of the No Child Left Behind Act ..........................................................................5 Adequate Yearly Progress...............................................................................................6 Impact of the NCLB Act ................................................................................................8 Problem Statement ..............................................................................................................11 Research Question ..............................................................................................................12 Definition of Key Terms .....................................................................................................13 Delimitations .......................................................................................................................14 Summary ..............................................................................................................................15 CHAPTER 2: REVIEW OF LITERATURE ................................................................................17 School Culture .....................................................................................................................18 Definition ......................................................................................................................19 Components ..................................................................................................................20 Levels of School Culture ..............................................................................................23 Previous Studies ...........................................................................................................26 High-Stakes Testing .............................................................................................................27 History of Testing ........................................................................................................29 No Child Left Behind Act ............................................................................................34 Consequences .........................................................................................................38 Teaches to the Test ..........................................................................................39 vii Narrows Curriculum ......................................................................................42 Encourages Voucher Plans ............................................................................48 Interferes with Reform ...................................................................................50 Recommendations ..................................................................................................51 Preservation of Positive School Culture in Spite of NCLB ...................................59 Impact of High-Stakes Testing .....................................................................................64 Impact on Assessment...........................................................................................64 Impact on Teaching...............................................................................................65 Impact on Minority Students ...............................................................................69 Use in Various States ...........................................................................................74 California ......................................................................................................74 Louisiana .......................................................................................................75 Florida ...........................................................................................................81 Arizona ...........................................................................................................87 Impact on School Improvement ............................................................................92 Summary ...............................................................................................................................94 CHAPTER