Today's schools function in a complex legal environment. A wide range of legal issues influence the lives of teachers, students, parents, and administrators (Fischer, Schimmel, & Kelly, 1995). Some legal decisions, such as how local education will be financed or where the next new school building will be located, relate to general control of the school curriculum. Other decisions deal with issues of classroom teachers' authority as they perform duties required by their job assignments (Nolte, 1983).
Recent court proceedings reflect an increase in settlements related to educational matters (Hartmeister, 1995). The National Education Association (NEA) reports approximately 14,500 teacher employment disputes in 1992-1993, resulting in expenditures of $24,650,000 by the organization's legal fund (Patterson & Rossow, 1996). NEA figures do not include tort claims. Applying a finding by Underwood and Noffke (cited in Pell, 1994) that 42.5% of all education cases involve employee issues to the information supplied by the NEA, we extrapolate that in 1992-1993, teachers and their districts were involved in at least 27,500 legal disputes in such matters as employee...
While this IS true, from a teacher's perspective (wherever I have been teaching across the US) the 'teach to the test' mindset is restrictive, less than desirable for students, whereas they complain that it is boring and tends to provoke a lack of interest in learning and expanding beyond the given standards, there IS some benefit.
The benefit for teachers, curriculum planners and schools at large, if done correctly, should help in a sort of 'less is more' idea. Students need to have a basic foundation of concepts and if they master the standards and can show this on any test, then optimally, they can stretch on their own. The districts and nation need to have ...
This abstract looks at the contrast between No Child Left Behind, teaching to the test and preparing students to learn without the foundation of learning for test results.