Impact of the no child left behind act in Alabama: a review

Journal of Instructional Psychology, Sept, 2006 by Shawn H. Plash, Chris Piotrowski

On November 1, 2003, the Alabama State Board of Education announced that a portfolio option would be available to already employed teachers to demonstrate subject competency. Several schools in Alabama piloted the high objective uniform state standard of evaluation (HOUSSE) in August, September, and October of 2003. This portfolio assessment option meets the requirements of the HOUSSE. The HOUSSE gives the veteran teacher credit for teaching experience in public schools, successful PEPE evaluations, coursework in a teacher's content area of instruction, professional development and service, leadership roles and local, state, and national recognitions, and student achievement-related activities (Baldwin County Education Association, 2003).

Analysts for Education Week (2003) surveyed the 50 states and the District of Columbia and reported their results in an article entitled "Quality Counts." This report scrutinizes what the states and the District of Columbia are doing to attract, retain, and support competent teachers for high-need schools. The investigation found that states have to guarantee a "highly qualified" teacher for every classroom. Each state was given a grade based on student achievement, standards and accountability, teacher quality, school climate, adequate resources, and equity of resources. The state of Alabama was given a D or a numerical grade of 67 on improving teacher quality. This grade was composed of four parts; i.e., 35% of the grade was based on teacher assessment and 30% of the grade was derived from the number of teachers in field. Moreover, 20% of the grade came from the degree of professional support and training given to the teachers and the final 15% came from the educational level of the teachers.

One of the main reasons the state of Alabama received such poor scores on teacher quality is that state lawmakers have designated the state's resources over the past six years toward teacher compensation and class size reduction. To improve teacher quality the state must focus its efforts in three areas: assessment, professional support and training, and compensation. In the area of assessment, Alabama lawmakers urgently need to develop and administer a test for teachers in each core subject area to determine instructional qualification in these areas. The state also needs to rework its teacher evaluation method, which is referred to as the Professional Education Personnel Evaluation (PEPE), to include specific goals, objectives, and strategies that teachers intend to implement in the classroom and improve student learning with regard to professional support and training. In the area of professional support and training, the state should consider broadening the Alabama Reading Initiative because it is an-excellent way to achieve continuous, ongoing professional development. A "lead" teacher should be placed in every school to make professional support and mentoring available to every classroom teacher. In addition, Alabama needs to develop a two-year induction program for new teachers. This program would mentor and train the new teachers as they commence their career. In the area of compensation, Alabama needs to explore ways to provide higher pay and additional incentives to teachers who are willing to work in schools in poverty areas. It has been noted that additional financial resources are needed to pay teachers to be lead teachers and mentors (Education Week, 2003).